The Development of Assessment as a Learning Model by Applying Digital Technology for Undergraduate Students in Distance Education at Sukhothai Thammathirat Open University, Thailand

This study aimed to develop a model to address the challenges associated with the learning and assessment of students in distance education. The objective was to develop and experiment with an Assessment as a Learning model by applying digital technology to undergraduate students. The research followed a two-phase methodology. Phase 1 focused on developing the Assessment as a Learning model through a needs assessment survey involving 400 students, which yielded high needs index values. The model’s quality was assessed by a focus group comprising 16 experts, who reached a consensus on its validity. Values for the item content validity index ranged from 0.88 to 1.00, and the value for the scale content validity index was 0.98. The final Assessment as Learning model, consisting of eight steps and four components, demonstrated strong validity and suitability for implementation in the subsequent phase. Phase 2 entailed an experimental study involving 168 students to test the Assessment as a Learning model. The findings significantly enhanced students’ selfassessment skills and metacognitive strategies. Moreover, differences in learning styles and age groups led to statistically significant differences in these skills, reflecting the age-related characteristics inherent in distance learning. The effectiveness of the Assessment as a Learning model underscored the necessity for students to understand learning goals, assessment criteria, and opportunities for reflection, as well as to have clearly defined pathways for future actions. This research recommended that educational researchers design applications and artificial intelligence technologies that facilitate student journey mapping within distance learning systems, thereby enhancing educational outcomes.

https://doi.org/10.64233/GSSQ3780