This research aims to create and validate the quality of performance assessment using functional analysis. The researchers employed a design-based research method to create core competencies and their workload-based key outcome indicators as a preliminary study encompassing two phases, before formulating a standards-setting appraisal model to assess university lecturers in a public university, Thailand. The researchers began with documentary research to identify core competencies of university lecturers from three clusters of educational programs, namely science and technology, health science, and humanities and social sciences. An innovative prototype of university lecturers’ core competencies was developed based on the obtained results from the first phase. A total of five experts and 17 users participated to validate the quality of the innovative prototype. The preliminary results reveal that there are four core competencies of university lecturers, namely teaching, research, academic service, and preserving arts and culture. Moreover, there are 13 workload-based key outcome indicators and 27 elements that resulted from the four core competencies related to the specific research university in the Thai context. Moreover, the quantitative results of the content validity index from the rating scales of the five experts indicate that the conformity index is 0.78 or higher. However, the qualitative interview results regarding the 17 users from four focus groups imply that there is a gap regarding the accuracy of current performance appraisal between lecturers’ core competencies and their actual workload. Therefore, the dean should make the necessary adjustments based on the context.

This research aimed to examine higher education instructors’ performance assessment in determining the cut-off point by setting criteria on the Wright map from big data. It is followed by designing performance assessment standards and assessing their quality. A total of 603 instructors from a Thai public university were selected as participants. The researchers employed a design-based research method encompassing four phases: analyzing the results of the performance assessment, formulating the standards-setting appraisal, applying trial and quality inspection, and improving the standards-setting appraisal approach. Data were analyzed using the Rasch model and the Maximum Likelihood Estimation method. The results of the determination of the cut-off point in terms of assessing instructors’ performance indicated that there are four cut-off points in ascending order, specifically, -11.67, -2.68, 4.59, and 9.76. The standards-setting appraisal showed that the assessment criteria consisted of five score ranges converted from estimation competency parameters into the scale and raw scores, respectively. Even though the standards-setting appraisal was determined, the researchers found that the transition point with regard to determination will be accurate and consistent in terms of those instructors who are at a moderate to high competency level and not suitable for evaluating those at a low competency level. The standards-setting appraisal approach is relevant for use as a criterion for recruiting and selecting higher education instructors. It can also support the development of sustainable human capital. It implies that instructors must possess high core competencies to match the high demand for quality teaching.