การพัฒนาเครื่องมือประเมินตามสภาพจริงในวิชา การพัฒนาหลักสูตรรายวิชา ภาควิชาครุศาสตร์ไฟฟ้า คณะครุศาสตร์อุตสาหกรรม มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ

The purposes of the research were to develop and study the use of tool used to Authentic Assessment in Course Development Subject. Department of Teacher Training in Electrical Engineering, Faculty of Technical Education, King Mongkut's University of Technology North Bangkok, The target population used in research as a student in electrical engineering major, 3rd years student, 2nd semester, 2556 academic year to enroll in the course total 2 classroom and teachers in this course includes 2. It was found that 2 parts: 1) determining the quality of Authentic Assessment tools. The quality of the lesson plans. The lesson plans an average is 3.80 to 4.80 and 4.00 to 4.20 on the content, learning activities and measures is 4.40 to 4.60. Content validity of Assessment Achievement 1 to 5 were 0.60 to 1.00, 0.60 to 1.00, 0.60 to 1.00, 0.80 to 1.00 and 0.80 to 1.00 respectively difficulty and discrimination value of the test. Assessment of Achievement of 1 to 5 with the difficulty values is 0.36 to 0.59, 0.43 to 0.70, 0.50 to 0.70, 0.36 to 0.59 and 0.39 to 0.73 discrimination 0.34 to 0.61, 0.35 to 0.69, 0.22 to 0.66, 0.43 to 0.67 and 0.38 to 0.62 and then reliability of the achievement 1 to 5 from Kuder-Richardson were 0.778 , 0.818 , 0.803, 0.802 , and 0.842 respectively have a check to assess the value of 0.33 to 1.00 of worksheet and precision of the score used method Rater Agreement Index (RAI) for that 1 to 6 was 0.92 , 0.96 , 0.99 , 1.00 , 0.96 and 0.95 respectively evaluate the content validity of Assessment Attribute Personal is 1.00. the faithfulness were 1.00, the responsibilities were 0.67 and prudence were 1.00 and punctuality were 0.67 and share ideas as 1.00 and on the comments of others equal to 1.00 and find the reliability of the scoring is 0.95. Portfolios determine the suitability of the assessment portfolio averaged 4.67 to 5.00 and the appropriate between score level and Assessment criteria of 0.67 to 1.00 reliability of the scoring criteria was 0.89. And 2) the introduction of Authentic Assessment tools developed for use in courses. Curriculum development Knowledge that students develop increased in each of the tests. Skills development courses found that the ability to develop a curriculum is very good. And attribute personal that all students are more punctual, intend perform almost all and joined in the majority opinion

Development of an Item Bank of Order and Graph by Applying Multidimensional Item Response Theory

This study aimed to develop an item bank of Order and Graph of Mattayomsuksa 1 level (grade 7). The samples were 4,800 lower secondary students from 34 schools in northeastern area of Thailand, academic year 2011 chosen through multi-stage random sampling. The research tool used in the study was a multiple choicetest of an Order and Graph lesson by applying multidimensional item response theory. Parameter were analyzed by confi rmatory factor analysis by applying multidimensional normalogive model with guessing of the program normalogive harmonic analysis robust method (NOHARM). Discrimination power and Easiness intercept were equated through non–orthogonal procrustes method. The study results indicated that there were 59 items out of 140 passed the test standard.Key words: Item bank; Cognitive process; Multidimensional item response theory (MIRT