DEVELOPING THE EVALUATION MODEL OF THE LEARNER DEVELOPMENT ACTIVITIES FOR PRIMARY EDUCATIONAL STUDENTS

The aims of this research study developed a model evaluation to assess the activity development of students in the Primary Education level in Thailand. The research was conducted by the research and development (R&D) process that it was administered in two phases; to investigate on analyzes the concept of student development activities, assessment of student development activities in primary school classes, and theory-driven evaluation and interviews with those involved with the activities of the students was the first phase. The second phase, creating an evaluation model to assess activity development for primary educational students. The third phase, to trial evaluation model by experimenting with different sized schools which sample consisted of nine schools, including small, medium, and expansion opportunity schools. The fourth phase, to assess the evaluation model that it has developed the tools used to assess the valuation model based on the evaluation of standards development committee to evaluate educational standards. The assessment is the evaluation of the experiment involving 18 experiments. It has found that; to investigation evaluated the events and activities of the primary educational students composed of textbooks, academic papers, the report showed that the factors used to evaluate the activity development of primary students in three key areas: planning activities for developing learners, processing development activities’ learners, and the characteristics of learners were satisfied. The evaluation model to evaluate activity development of primary educational students composed of eight elements, such as; principal, purpose, to be aimed at assessing the objective things, the tools used to evaluate, users assessment form, how to analyze assessment results, evaluation criteria, and assessment report. The experimental evaluation model to evaluate the activity development of primary educational students, the research study has found that expert on the evaluation model has given their opinions on the assessment form. The results are at the high appropriate level in all aspects and all indications are 3 aspects to planning development activities, process development activities for learners, and the quality characteristics of the students. The trial has not found of problems in the form of assessment. Finally, the developing evaluation model to evaluate activity development of primary education students, this is a theoretical validity, the opinions’ experts opine that the item can be measured according to measurement higher than 80%, and the possibilities are appropriate, and to be accurately, comprehensively.

DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION

This research was intended to develop a model for assessing the parallel educational management under the Office of the Basic Education Commission (OBEC). To administer of the research procedure in four phases that were conducted by the research process and followed as R&D research technique. The first phase has analyzed the concepts of education and evaluation of education parallel, under the OBEC and interviews of nine personnels with those involved of parallel education management. The second phase has created a parallel evaluation of education for assessing the academy schools under the OBEC. The third phase has trial evaluation model into three schools of education had a parallel educational management whereas were facing a different size small, medium and large. The fourth phase has developed the assessment model by the tools that based on the Evaluation of Standards Development Committee to evaluate educational standards with a sample size of 9 personnels who were the evaluators of the experiment involving assessment. It has found that: the concept of learning management and assessment of parallel educational management in the OBEC from textbooks, academic papers, the research reports showed that the components used in the evaluation of parallel education major has five components, such as; the principle of parallel structures, curriculum and learning and teaching, and a graduate of quality assurance. The assessment model consists of six components of the basic education forms were composed as the main concepts of evaluation, the purpose of the assessment, the evaluation focused on how to assess the evaluation, and assessment criteria. In terms of the results take the form of assessment of this experimental model used to evaluate the standard of parallel education study of the OBEC between schools with different sizes, the results showed on five standards that included of; the standard of education in parallel, standards curriculum, standard of teaching and learning, standard course, and standard of quality assurance. A quality level, all very standard and metric, and the trial found no problems in the form of assessment. The assessment model assesses the parallel education of schools under the OBEC were at the highest level all on four scales, such as Possibilities scale ( = 4.74, S.D. = 0.51), Appropriation scale ( = 4.63, S.D. = 0.49), Accuracy scales ( = 4.61, S.D. = 0.51), and Utility scale ( = 4.54, S.D. = 0.51), respectively.  Article visualizations

DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE 21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES

The aims of this research study were to develop a Learning Management Evaluation Model (LMEM) for assessing learning to foster life skills in the 21st century of the lower secondary educational students with the Research & Development processing technique. The administrating research consisted of four phases that composed of to analyze, the synthetic indicator to assess learning to foster life skills in the 21st century of the lower secondary educational students by the 4-educational experts were interviewed was the first phase. The second phase was developed a LMEM model for assessing learning to foster life skills in the 21st century of the lower secondary educational students by the information from the first draft format and the educational experts to check a suitability and feasibility of the draft assessment form with a technical symposium multipath characteristics to find consensus dimensional (Multi-Attribute Consensus Reaching: MACR) by 12 specialists who provided the instruction in the form of  Assessment and Evaluation Guide (AEG) was brought to five the number of professionals who ensure the proper coverage, a clear assessment of the manual before using the AEG. The third phase was trial LMEM model that this model to trial at an experiment with different schools in the Secondary Educational Office Area 26 (Maha Sarakham) whereas taught at the upper secondary educational school level with the sample consisted of 7 schools with the purposive sampling was selected. Assessing the LMEM model for developing this research instrument used to evaluate the LMEM model based on the evaluation criteria of the evaluation criteria of educational development. The assessor was related to the trial consisted of 35 evaluators. Using the interview form with the rubric score and a five rating scale level was selected, the qualitative and quantitative data were used, the foundational statistics included with the mean average and standard deviation were analyzed. It has found that: The LMEM evaluation model of learning to foster life skills in the 21st century of the lower secondary educational school was a chart structure that ties together of 6 relevant components of the evaluationว such as; the purpose of the assessment, the evaluation focused assessment methods, the evaluator, the evaluation technique, and the evaluation criteria. The evaluation targets were to assess the management of learning, the factors contributing to learning, feature teacher management learning, and the learning outcomes. Evaluating methods included with the evaluation process, the tool used to evaluate, and duration to assess. The evaluation and absolution criteria were developed by experts. Assessing the LMEM model of learning to foster life skills in the 21st century of the lower secondary educational students were appropriability. Students’ responses of their opportuneness, practicability, reasonableness, and respectability in terms of overall benefit at a high level are provided.  Article visualizations

DEVELOPMENT OF THE EVALUATION INSTRUCTIONAL PRACTICING MODEL IN SCHOOL OF TRAINEE EDUCATIONAL STUDENTS IN TEACHING INTERNSHIP PROFESSIONAL TEACHER COURSES

The aims of this research study were to analyze and develop the current state of synthesizer requirements and guidelines for the Evaluation Instructional Practicing Model (EIPM) in school of trainee educational students in teaching Internships professional teacher course with the research technique of the Ethnographic Delphi Futures Research (EDFR) on research limitation study into two phases, consequently with the sample size of 10 educational experts to analyze the current problems, needs analysis, synthesis and evaluation of the teaching internships and 18 professionals to determine the suitability of propriety and feasibility standards of the assessment form until a consensus with the EDFR were assembled of 7-educational trainee students by the 56-item of the 3-Delphi Technique Questionnaire (DTQ) and an Assessing Guide Copy (AGC). Statistically significant was analyzed with foundational statistic. It has found that the problems with the EIPM performance in the four disciplines of performance criteria to determine lack of gluten indicators and evaluation criteria, the quality of trainee student assessments, resulting from supervisor was not evaluated to actual conditions. Requirements and guidelines of the EIPM included four competencies: to manage learning in specific disciplines, to evaluate, improve and develop curriculum to suit the potential learners, can do in the classroom to develop trainee students, and to prepare a report on learning management and trainee student development. EIPM model consisted of five components: curriculum in specific disciplines contain three main indicator 14 sub-indicators, trainee students' potential indicator consists of two main sub-six indicators, and to develop the trainee students in the class consists of two main indicator nine sub-indicators. The four components reporting results, learning and trainee student development comprises two main indicators five sub-indicators. Five elements and attributions include two teachers, the main indicator 11 sub-indicators. The DTQ questionnaires fifth edition of evaluators comprised of school administrators, teachers, mentors and teacher supervision, trainee students assess themselves. Trainee students were responded on propriety standard at a high level ( = 4.46, S.D. = 0.18) and feasibility standard at a high level ( = 4.32, S.D. = 0.25).   Article visualizations

DEVELOPING THE SCHOOL ADMINISTRATOR QUALITY EVALUATION MODEL (SAQEM) UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)

This paper is reported to develop of the school administrator quality evaluation model (SAQEM) under the Office of Basic Education Commission for assessing the quality of the school educators who are the school directors with the SAQEM model through the texts, documents, reports, research articles, professional expert interviews, and surveying the school administrators for confirming the suitability and feasibility with using the MACR: Multiple-Attribute Consensus Reaching technique for debate meeting to trial in schools for evaluating the SAQEM model was administered. The findings of this research study have found that: the format of the SAQEM model consisted of four stages, such as; planning the preparing evaluation, proceeding evaluation, evaluating result reported summary, and reflection of the evaluating results stages that composed of four components and 55 indicators. The SAQEM included of the principals and rationales, the evaluating targets, and the using guidelines to application were suitability and possibility were evidence of high level, adeptly.  The external evaluation for school administrators whose past for the third evaluation of their qualities indicated that of excellence level was evaluated. In the other hand, the school administrators whose non past in the third evaluation revealed that of the specialized quality were compared, respectively. The SAQEA model was validated and discriminated to fidelity classification of the qualities of the school administrators who were evaluated in their schools at the third external evaluation and external evaluation through three rounds differentiated, clearly. The evaluating results of the SAQEM model that it was also useful of the appropriability to the possibility toward the accuracy evidence of the excellence level, interestingly.  Article visualizations

DEVELOPING AN EVALUATION MODEL IN COMMUNICATIVE LANGUAGE TEACHING (CLT) OF ENGLISH TEACHERS IN PRIMARY EDUCATIONAL SCHOOLS IN THAILAND

The general objective of this study was to develop an evaluation model in Communicative Language Teaching (CLT) of English teachers in primary educational schools with the research and development process. Administrations of research procedures in four phases that it consisted of: the first phase was to synthesis concepts regarding the evaluation of teaching English for communication of teachers in primary educational schools by the analysis and synthesis of the CLT information from documents related research and interviews from those involved of 10 persons. The second phase was creating an evaluation model to evaluate the CLT of English teachers in primary educational schools by bringing the concept of phase one used to create the evaluation model, then the draft form for review, verify appropriateness and feasibility of the evaluation model through seminars, based on an expert group of nine persons who created the manual models to assess and evaluate your usage patterns such assessments by five educational experts of prior to trial in a real situation. The third phase was to trial evaluation model of the CLT of English teachers in primary educational schools. The development and the validity of the classification scheme, which sample consisted of 14 plants from the sample-specific were used. The fourth phase was to develop the evaluation model to evaluate the CLT of English teachers in primary educational schools with the sample consisted of the sample evaluation forms with a group of 43 assessors were assessed. Using the collective data in this research include of duvets, interview, observation and evaluative forms. Statistically significant with the foundational statistics include percentage, mean and standard deviation, statistical hypothesis testing, including the Wilcoxon Matched Pairs Signed Ranks Test and The Mann - Whitney U Test were analyzed. The results of this research findings: Teaching English for communication and evaluation of teaching English for communication of teachers in primary educational schools with the CLT, the principles and concepts of learning as a Core Curriculum for the Basic Education Act BE 2551 and the indicators due course was matched of the policy of the Ministry of Education to raise the quality of teaching in English and composed of four components, namely; the goal of the assessment, to be aimed at evaluating, assessing methodology, and evaluation criteria. The goal of the assessment is to improve the quality of the CLT that are geared rate, the concept of the CLT factors, such as; the process, the production, the assessment methods include internal appraisers. The external evaluation process includes the preparation stage, the action of summary report assessment tools include questionnaire, interview and observation period to assess the second semester of the semester and before recess. The evaluation criteria are absolute criteria developed by the educational experts to develop teachers are making progress in the CLT were evaluated in two times that results of statistically significant at level of 0.01, differently. To assess the developing an evaluation model in the CLT of English teachers in primary educational schools was to standard rate of utilization, the possibility, he appropriateness and accuracy were at the highest level, and the exploitation and the possibility is high-level.  Article visualizations

DEVELOPMENT OF THE SUCCESSFULLY EVALUATION MODEL OF THE RELIANCE PERFORMANCE ONE STOP CRISIS CENTER (OSCC) UNDER THE MINISTRY OF PUBLIC HEALTH

The value of work and the quality of the reliance centers that it rely on the quality achieved in practice and develop to contribute to care of children, women and family members who abused effective as well. The aims of this research study was to develop the successfully evaluation model of the reliantly performance One Stop Crisis Center (OSCC) under the Ministry of Public Health to administer with the research and development process that combines quantitative and qualitative methods are classified into four stages contained of synthesis and analysis of current problems and assessment, the texts, articles, research papers, and databases. Experts interviewed of nine personnel and to have a group discussion multidisciplinary team of the OSCC as 40 people was involved. The development of assessment and manual evaluation model to the information taken from the first step of the assessment form checked the suitability and feasibility of the model by 15 highly qualified persons with the technical discussions by the experts multipath characteristics (Multi Attribute Consensus Reaching: MACR). Trial assessment form with a sample size of 6 OSCC centers and the Development of the Successfully Evaluation Model (DSEM) was evaluated by those concerned with the evaluation form with 17 related persons who involved in the trial design. Using the research instruments to collect data consisted of assessment questionnaires and interviews. The statistically significant was used in this study consists of foundational statistics, including average, standard deviation, median and range between quartiles and test hypothesis by experiment and independent t-test, and the Kruskal-Wallis test. The results of this findings were followed as: The DSEM model to evaluate the results achieved in the practice of relying on an OSCC center under the Ministry of Public Health consists of seven components: the purpose of the assessment, content and indicators aimed at evaluating, evaluation criteria, assessor, methods and tools, evaluating, the duration of the evaluation, and information and user feedback. The results from the assessment of: evaluation form, the assessment is to meet the current situation and discrimination (ρ<0.05) as well as external evaluator and center. The OSCC on self-assessment to develop a quality management system are provides a dependable, and to evaluate the model, the quality standards of accuracy appropriate possibilities and utility in all aspects, and a multidisciplinary team to rely on the form evidence of high satisfaction in all on components