The Study of Student Satisfaction with Innovation Assessment for Learning

Abstract

This study aims to (1) examine students' satisfaction with an assessment innovation for learning and (2) explore approaches for developing such an innovation. The research employs a quantitative methodology, utilizing concepts of student satisfaction and perceived usefulness as the theoretical framework. The sample consists of 24 third-year students majoring in Western Music Education at Chandrakasem Rajabhat University, selected through purposive sampling. The research instrument used is a student satisfaction questionnaire, and data analysis is conducted using descriptive statistics, including mean and standard deviation. The findings reveal that students demonstrated a high level of satisfaction, with an overall mean score of 4.17. The integration of technology in assessment was perceived as a factor that enhances efficiency, speed, and overall learning effectiveness. Students positively perceived the innovation, particularly in terms of usability and benefits to their learning process. The innovation was also recognized for its potential to facilitate immediate feedback, support academic achievement, and be adapted for use in other disciplines. Additionally, students viewed the innovation as superior to traditional assessment methods, indicating its significant role in shaping future assessment practices. The results suggest several implications for education and assessment innovation. The study highlights the need for educational institutions to develop and implement innovative assessment technologies that enhance engagement and effectiveness in learning. Moreover, integrating technology-driven assessment strategies can lead to a sustainable and efficient teaching-learning environment. The findings also provide valuable insights for further research, particularly regarding the long-term impact of assessment innovations and the factors influencing their acceptance and effectiveness in diverse educational settings.