European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.270237
DEVELOPING THE LEARNING MANAGEMENT EVALUATION
MODEL FOR FOSTERING LIFE SKILLS IN THE 21ST CENTURY OF
LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
Preecha Kansaart1i, Arun Suikraduang2, Piyatida Panya3
1,2,3
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University,
Maha Sarakham, Thailand, 44000
Abstract:
The aims of this research study were to develop a Learning Management Evaluation Model
(LMEM) for assessing learning to foster life skills in the 21 st 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 21 st 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
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
109
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
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.
Keywords: development, the learning management evaluation model, fostering life
skills, the 21st century, the lower secondary students
1. Introduction
Education is the foundation of every society. It is a basic human right powerful, lifechanging and creating shared values (Education Council, 2013) and is expected to serve
more people help out, written and accounted for learning ethics and citizenship are
ruled. As well as economic development (Siamwala, Latthapipat, and Tangkitwanit,
2012) is starting in education reform since adopted the Educational Act BE 2542 and the
National Education Census BE 2542, there are many success stories, and to accelerate
development. The quality of teachers, faculty, students and educational personnel must
be developed in education reform in the two last decade (BE 2552-2561). Thailand needs
to learn throughout life with quality are aimed at improving the quality teachers and
quality management of education in Thailand [Education Council, 2011).
In the 21st century (AD 2001-2100) has changed dramatically affect the
performance and life of the world (Baurapan, 2012). Learning in the 21 st century
requires the students to develop the knowledge. The core subjects include English,
reading, language arts, math major world economics, science, geography, history, and
civics and government that are integrated with the concept of a global consciousness
and fundamentals of finance of the economic and business environment and skilled
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
110
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
citizens, health, learning, and innovation. Information, media and technology, life skills
and work (Johnstone, 1981) are to adjust the curriculum to focus on education, research
experience with the cooperative learning and teamwork in the future (Sararattana,
2013). The evaluation is not only changed by the same standards but to be rated as a
team, not individuals and not disclose confidential (Bellanga, 2013). The current social
conditions, children faced with temptation, and the issues, such as; adaptation,
emotional and mental health, violence, drugs, games, etc., especially children with life
skills, low immunity, lack of social good. On completion of basic education, it may not
be successful in life with emotional and psychological conflict in life is easy, and must
provide an effective learning process for the student’s life skills in immunity against the
domination of the media and knowingly receiving (Office of Academic and Educational
Standards, 2012).
Life skills are the ability to deal with issues of current and future adaptation
(Office of Academic and Educational Standards, 2012) can learn on their own. Avoid
inappropriate behavior towards oneself and others (Office of Academic Standards and
Education, 2011) is caused by natural and life skills by teaching (Office of Academic and
Educational Standards, 2012) by organizing activities to promote life skills in a variety
of ways, (Office of Academic Standards and Education, 2011) including activities allow
students to build knowledge, self-criticism, such as news, research, analysis, synthesis,
and knowledge from different sources. Linked to the life and lifestyle of the future for
the students do activities together and the students discussed. An idea with reflection
questions to deploy (Office of Academic and Educational Standards, 2012). Using a
learning problem with the Problem-Based Learning to create new knowledge from the
real problems. Critical thinking and problem solving in the study are acting on their
own (Kanjanawasi, 2009) or learning involved by the Participation Learning technique.
Assessing learning mechanism is a quality assurance study Kanjanawasi, 2009) to
promote quality learning (Kiddee, 2004) making teachers aware of the appropriateness
of the content activities, materials, and benefits the students gain (Srisa-ard, 2003). Nevo
(1983) has set the valuation model (King Mongkut's Institute of Courage Bangkok, 2002)
to develop a model to assess the issues that need to be assessed is how teacher evaluate
what rate, and judging by the way to make targetable on what specific criteria aimed at
evaluating how to measure the value (Phithiyanuwat, 1998).
As above, the results of this research study related to the development of the
evaluation model (LMEM model) for assessing learning to foster life skills in the 21 st
century of the lower secondary educational students of learning that are related
research such as Kiddee (2004), Soi Phetkasem (2004) have developed a model to
evaluate the processing learning of teachers in schools under the Office of Basic
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
111
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
Education Commission (Trisorn, 2012) that study was to develop a model curriculum to
reinforce the social skills of students. The research found that the evaluation model is
different in composition or an indicator, or dimension aimed at assessing, in line with
the purpose of evaluating the set. For this reason, the research team has developed a
model to assess the implementation of learning management skills to promote the
LMEM model for assessing learning to foster life skills in the 21 st century of the lower
secondary educational students.
2. Methodology
This research study is to develop the evaluation practice guide gives users a quick
overview of how to use the fostering students’ life skills to assess students’ knowledge,
skills and abilities. It includes a high level look at the skill areas assessed in the 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, information about the importance of permanent
connections for lower secondary schools and a listing of other assessments available. It
outlines a four-step framework for how to administer an assessment, determine a lower
secondary students’ strengths and challenges through a meaningful conversation, build
an effective learning plan and help a student gain useful life skills.
2.1 Research Aims
1. To analyze the synthetic indicator of the evaluation model of learning to foster
life skills in the 21st century of the lower secondary educational students’ school classes.
2. To develop a model for assessing learning to foster life skills in the 21 st century
of the lower secondary educational students’ school classes.
3. To use the LMEM model to evaluate the curriculum to enhance and foster life
skills in the 21st century of the lower secondary educational students’ school classes.
4. To assess the positions of to foster life skills in the 21 st century of the lower
secondary educational students’ school classes.
2.2 Research Procedures
The Research procedures in this Research and Development (R&D) have taken a fourth
term as follows.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
112
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
Phase 1
To be analyzed the synthetic indicator evaluation model of learning to promote or
foster life skills in the 21st century of the lower secondary educational students’ school
classes. The researchers conducted a study of relevant documents and interviews with
experts who consider four specific with the purposive sampling processing technique to
synthesize a conceptual framework. The evaluation model of learning to promote and
to foster life skills in the 21st century of the lower secondary educational students’
school classes was designed.
Phase 2
Creating a model to evaluate the curriculum to promote and foster life skills in the 21st
century of the lower secondary educational students’ school classes. Research led by the
information contained in the draft Phase 1 assessment form. Then the draft format to
experts to determine the suitability and feasibility with technical discussions multipath
characteristics to find consensus (Multi-Attribute Consensus Reaching: MACR) by 12experts who were revised proposal, recommended, and create a style guide bringing to
five the number of experts who determine the appropriate coverage is clear before
using it.
Phase 3
Trial evaluating learning management model to promote and foster life skills in the 21 st
century of the lower secondary educational students’ school classes was tried out.
Researchers have been experimenting with ways to evaluate of the Secondary Basic
Educational School Service Area Office 26 in Maha Sarakham province in Thailand. A
group of the lower secondary schools whereas the Office Service Area 3, 4 and the
Education Expansion Schools of data collection operations during the period 5-17
December 2016 for the quality of learning and to compare average mean scores between
students’ responses in the lower secondary and the education expansion students.
Phase 4
To develop the LMEM model to evaluate the curriculum to promote and foster life
skills in the 21st century of the lower secondary educational students’ school classes.
After that, leading the LMEM model actually go to trial, the researchers have developed
this model to assess the LMEM model for application of standards developed from the
Committee Development Criteria to Evaluation Educational Standards to ask those involved
of the 35 evaluators.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
113
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
2.3 Sample
Using the samples consisted in the LMEM model to evaluate the Lower Secondary
Teachers in the Secondary Educational Service Area Office 26 and the Opportunity
Expansion of the Mahasarakham Primary Educational Service Area Office 3 and 4 who
taught at the grade level of 7, 8, and 9 which sample consisted of 35 teachers from 7
schools with the purposive sampling were selected that according to the selection
criteria specified.
2.4 Research Instruments
1. The interview qualified of 1 copy
2. The LMEM model, a rating scale of 1 to 5 of 1 copy.
3. The Estimates of the number one form guide books of 1 copy.
4. The Evaluation Guide assessment form. It is a five-level scale of 1 copy.
5. The first meeting of the discussion group of 1 copy.
6. The Evaluation assessment form. It is a five-level scale of 1 copy.
2.5 Research Corrected Data
1. To request the cooperation from experimental use and store information from
Rajabhat Mahasarakham University Graduate School of the bulk sample.
2. To contact the school director to assist the trial and data collection tools and
details appointments and information collection.
3. Researchers were discussed at the meeting for understanding the manual
assessment form, tools and provided the sample questions to assess
understanding before the fact.
4. The samples and the related assessment evaluation were selected and according
to the manual evaluation model research instruments were set.
5. The data were collected to assess the LMEM model from the sample, about one
week after the trial, completely.
2.6 Data Analysis
2.6.1 Quantitative Data Analysis
1. Comparisons between the opinions of the educational experts from all four
groups have evaluated the appropriateness and appropriability of the LMEM
model estimated using statistically significant with the Kruskal-Wallis Test.
2. Using the mean average and standard deviation score with the form of
assessment, evaluation and assessment manual assessment form.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
114
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
3. Comparisons between the different evaluations of learning among the fostering
life skills in the 21 st century of the lower secondary educational students’ school
classes with school groups, expand educational opportunities by using the
Mann-Whitney U Test.
2.6.2 Qualitative Data Analysis
Analysis of qualitative data with the content analysis was used.
3. Results
3.1 Results of the Indicators
Results of the indicator analysis, synthesis of the LMEM model of learning to the
fostering life skills in the 21 st century of the lower secondary educational students’
school classes has found that:
1. Life skills in the 21st century, students in lower secondary education students’
schools, this research documents have the third element of 18 indicators, including the
knowledge of four of six indicators, attitude indicator, and the skills of nine indicator
elements.
2. Indicator assessment to promote and foster life skills in the 21 st century of the
lower secondary educational students’ school classes. There are documented that
consisted of five elements of the 20 indicators, including the vision for learning, the
factors conducive to learning, appropriability teachers, the process of learning to learn,
the results of learning, and experts have agreed that the evaluation model number five
elements, namely; the evaluators, the purpose of the assessment, the evaluation that
focused on how to evaluate the assessment and evaluation criteria, and this aim was to
assess the 5 scales on the 20 indicators.
3.2 Results of Creating a Learning Management Evaluation
Creating a Learning Management Evaluation Model (LMEM) to promote and foster life
skills in the 21st century of the lower secondary educational students’ school classes. It is
a chart of the relationship between the sixth elements is the evaluation, the purpose of
the assessment, the evaluation focused on the assessment methods, the evaluators, the
evaluation criteria, and the individual components are as follows:
1. The evaluation was to assess learning skills for life in the 21 st century for
fostering the life skills in the 21st century of the lower secondary educational students’
school classes.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
115
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
2. The purposes of assessment included of obtain information in learning to
foster life skills in the 21st century of the lower secondary educational students’ school
classes. To obtain any information of the teachers who used to improve the quality of
learning in the 21st century to promote and foster life skills in the 21st century of the
lower secondary educational students’ school classes to be more efficient. To obtain
information of the administrators that related agencies in monitoring, planning and
management decisions for improving the quality of teachers effectively. The research
aimed was to assess the indicators of learning to promote and foster life skills in the 21 st
century of the lower secondary educational students’ school classes consisted of five
scales in 20 indicators with the ratio of the weight as 10: 20: 20: 30: 20 respectively for
each scale as follows:
A. Learning Management Administration Scale
Management learned of four indicators, which were including indicators, such as; the
vision to foster life skills in the 21st century of the lower secondary educational students’
school classes, the policy measures that foster life skills in the 21 st century of the lower
secondary educational students’ school classes were promoted, the project activities
promoting and fostering life skills in the 21 st century of the lower secondary educational
students’ school classes of their varieties, implementation and evaluation of this
projects. These indicators represented the equivalent of the ratio evidence score of 2.5,
2.5, 2.5 and 2.5 respectively.
B. Factors Contributing to Learning Scale
The factors contributing to the learning of six indicators, including indicators, such as;
the atmosphere was conducive to learning, the service facilities, learning indicator; the
activity area, promoting life skills of students in the 21 st century indicates that the
sources, offers innovative media promote life skill for fostering students and providing
information technology skills ratio of the indicator score of 3.5, 3.5, 3.5, 3, 3.5 and 3.0,
respectively.
C. Teacher Attribution Scale
The principal attributions of the three indicators vise of lower secondary educational
teachers with the knowledge and understanding of learning, to promote and foster life
skills in the 21st century of the lower secondary educational students’ school classes,
teachers plan learning to promote life skills for fostering students and actors, teachers’
preparation curriculum to enhance the life skills of learners, and the proportion of the
income indicator equal to 4, 8 and 8 respectively.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
116
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
D. Learning Management Scale
Management learned of three indicators, including indicators on teacher learning,
motivates students to think in a systematic quest for answers, working with a group of
indicators which teachers teaching the students to engage discussion, comment sense,
suggestions former associate present and future. Teacher’s assessment and evaluation
of a variety of learning that focused on assessing the actual condition and student
participation of the indicator represents the equivalent of 10, 10 and 10 respectively.
E. Learning Outcome Scale
The learning outcomes were the five indicators, including students who had learning
skills to communicate indicator with the skills to live in society, intercultural and points
to students with skills to protect themselves in a proportion equal to the income
indicator that ratio evidence of 5, 5, 5 and 5, respectively.
F. Results of Assessing Methods
The assessing methods contained of six steps, namely; the selection and appointment
committee estimates,
the investigate guide and joint planning to evaluate, the
assessment by the Evaluation Guide, to analyze the results of the evaluation, summary
of the evaluation, and assessment report.
G. Evaluators
The evaluators who were the estimate that followed as of 4 indicators, such as;
including school administrators, teachers, students’ parents, and students. The evidence
weighs as the importance of 30:30:40 respectively. In the fifth indicator were including
teachers, parents and students, students that weigh as the importance of the evaluation
of 40:30:30 respectively.
H. Evaluating Criteria
Evaluation criteria comparative evaluation of the Absolute Criteria as below:
Ranged from 0.00 to 49.99 points, referring to the quality of learning in the
update
Ranged from 60.00 to 74.99 points, meaning the quality of learning was good
Ranged from 50.00 to 59.99 points, meaning the quality of learning in the fair
Ranged from 75.00 to 89.99 points, meaning the quality of learning in a very
good level
Ranged from 90.00 to 100.00 points, meaning the quality of learning is excellent
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
117
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
3.3 Results a Form of Evaluating Learning
The result was a form of assessment to promote and foster life skills in the 21st century
of the lower secondary educational students’ school classes have found that:
1. Teachers learning to promote and foster life skills in the 21 st century of the lower
secondary educational students’ school classes were at a very good level when
considering the very good level in all aspects.
2. The lower secondary educational schools’ teachers and school teachers in expand
educational opportunities were evaluated in order to promote the learning of life
skills in a century of the lower secondary educational student’s evidence of very
good as well on all scales.
3. The lower secondary schools’ teacher groups have evaluated the curriculum to
promote and foster life skills in the 21st century of the lower secondary
educational students’ school classes were no significant, differently.
4. The results of the evaluating the LMEM model were assessed students’ learning
to promote and foster the life skills in the 21 st century of the lower secondary
educational students’ school classes were at a high level. In terms of the
considering on each side item of one rating copy in most aspects were accuracy
that followed by the leverage is high level, the appropriate level, and the
possibility at a high level, respectively.
4. Discussions
The analysis of the synthetic indicator of the evaluation model of learning to foster the
life skills in the 21st century of the lower secondary educational students’ school classes
with the documents that its’ related research and from interviews with luminaries to
develop a framework for the evaluation model (LMEM) of learning, to promote and
foster the life skills in the 21st century of the lower secondary educational students’
school classes of middle-school students from five elements, 21 indicators in line with
the proposals of the parties to the skills of the Century 21 (Partnership for 21 st Century
Skills) (Johnstone, 1981) focused on the outcomes of knowledge in core subjects and
New Century Skills in line with management guidance, learn skills to enhance the lives
of the Office of the Basic Education [19] to determine the content of life skills in the
learning of core curriculum for basic education which corresponds in BE 2551. This is
consistent with the findings of the Karasin of Primary Educational Service Area Office 3
(The Karasin Primary Educational Service Area Office 3, 2013). This study has found
that; under promotional activities include life skills; the activities to raise awareness to
value themselves and others activities, the critical thinking and decision are making the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
118
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
activities of the emotions and stresses, and activities to build good relationships with
others. In addition, the assessment forms the sixth scales; synthesis document related
research about the development of the research, which has already achieved included
Kiddee (2004), Soiphetkasem (2004), the Office of Basic Education Commission (Office
of Basic Education Commission (2012), Athan (2015), and Chiengkul (2016) for instance
to give an indication of the assessment form, the researchers crafted of coverage
consistency between the documents and related research interviews with educational
experts were coherently.
The results have created a LMEM model to evaluate the curriculum to promote
and foster the life skills in the 21st century of the lower secondary educational students’
school classes. It is a chart of the relationship between six elements included with the
evaluation, purposes of evaluation, the evaluation focused on the assessment methods,
the evaluators, and the evaluation criteria. This is because researchers have studied the
concepts involved the including of Buason (2011) who concluded that the styles was the
work of something that this concept was consistent with Kanjanawasi (2000) who
concluded that the model was a simulation of reality. It was a theory or link theory into
concrete practicing the fresh line with the coherent of Wiboonsri (2005) who suggested
that the model must be associated cognitive variables and the theme must be linked
variable component assembly with the internal system, and to be understood easily.
The assessing pattern will illustrate the conceptual assessment, items should be
evaluated with the evaluation process (Kanjanawasi, 2009) and contribute to the
understanding of the assessment system is well done [10].
The evaluating topics are to assess learning skills to promote and foster the life
skills in the 21st century of the lower secondary educational students’ school classes. The
objective is to get the information in the curriculum, teachers, and improve the quality
of learning to promote foster the life skills in the 21 st century of the lower secondary
educational students’ school classes. Because the research objectives based on
preliminary data with the agreement on measures aimed to assess the value of the
evaluation is provided with the ultimate goal of the assessment that the development of
society are assessed (Kanjanawasi, 2009).
The evaluating targets contained of five scales of 20 indicators, including the
learning management of four indicators, the factors contributing to the learning of six
indicators, characteristics of teachers indicated of three indicators of their instructions,
and the learning outcomes indicated that of 5 indicators. Researchers have determined
that research aimed to evaluate the concept of Kanjanawasi (2009) who got to specify
the target of the comprehensive content was covered. In addition, researcher team has
shown that the relevant documents that following as Johnstone (1981) who mentioned
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
119
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
indicator means information that indicates the amount relational and his condition of
the measuring aims at a particular time indicated that the value of the
indicator/identify/indicate a condition to be studied as a whole (Wiratchai, Nawichien,
and Orrathai, 2008). The indicator that must be validity, having reliability are neutrality,
sensitivity and easily of the implementation to the practicality (Kanjanawasi, 2009).
The researcher team has developed a system of the indicators to define
objectives, definition of indicators were selected the indicators that determine how the
indicators indicated that the weight of importance and monitor the quality for
assessment [5]; [10]. Researchers drafted an indicator of educational documents and
interviewed four experts then analyze the consistency. The draft assessment form that it
used to check the validity observation (Face Validity) by organizing discussions
multipath characteristics to find consensus dimensional (Multi-Attribute Consensus
Reaching: MACR) (Buason, 2013) by 12 experts for making it an indicator of a proper,
cover, and reliable.
The evaluating methods composed of six step processes, such as; to evaluate the
selected plan, implement, evaluate, and analyze results and report. The researcher team
investigated of the concept of Kanjanawasi (2009) who concluded that the assessment
should use methods that are reliable and have references to judge the value of what is
properly assessed are consistent and appropriate to the context that it consistent with
Athan (2015) who has developed a model to assess learning of enrichment science
classroom in upper secondary educational schools, which include assessment methods,
preparations, administrations, conclusions and summary report. The evaluation was to
be involved with management learning that included of the school administrators,
teachers, academy teachers, students and their parents. This is because the researcher
team has involved the documents and interviews with the experts, which was inserted
in the wheel well who will evaluate the evaluation model that must be known really of
the rating conditions and involved with the issues to be assessed in accordance with
Pansri (2008) who used to have developed a model to evaluate bilingual education in
the basic education have set the rating conditions included of the school administrators,
school board, teachers, parents and students are assessed.
In terms of the evaluation criteria, the comparison between the evaluating results
and absolute criteria. Because of the means were used to judge the quality of the results,
expressed in terms of the behavior was accepted (Buason, 2012) as a major decision.
Indicative of the quality or suitability of success whatsoever [29] absolute criteria was
used to decide on the matter of the predefined fixed of the selection must be based on
objective criteria to assess and what to assess (Buason, 2012, Kanjanawasi, 2009). In
addition, the Office of Basic Education Commission is to define the criteria for assessing
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
120
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
the quality of education, the quality assurance system based on criteria completely. This
involves the assessment are familiar with using such criteria as a prerequisite anyway.
Focused on the results of the forms of evaluation of learning to promote and
foster the life skills in the 21st century of the lower secondary educational students’
school classes. Over all on the students have found that the teachers who were teaching
to promote fostering the life skills in the 21 st century of the lower secondary educational
students’ school classes’ evidence of a very good group of high school students and
teachers with school groups, expand educational opportunities, effective assessment is
no differentiated. This may be due to two groups of agency with the Office of the Basic
Education Commission, the Ministry of Education, the core curriculum of basic
education BE 2551 as well. Which defines the content of life skills in the curriculum
(Office of Basic Education, 2012), it also has a set of guidelines to promote and foster the
learning of life skills, such as; the event learners build knowledge, self-criticism, news,
events, research, analysis and synthesis of knowledge from various media sources that
can to be linked to the life and lifestyle in the future. Students’ activities such as
excursions, camps, clubs, and rallies were spent time of themselves, and the activities
for the students' feelings and thoughts after an event at a time. Issues with reflection
questions to deploy to help the students learn with the important lessons to develop
skills for learners (Office of Academic and Educational standards, 2012), the school
management approach both groups learned the same as the results of such studies are
consistent with Malasri (2011) who used to study to develop a model for risk
assessment study for the university formed the risk assessment study in the University
validity judgment based on the qualification of the validity classification.
The results of the LMEM model were assessed students’ learning to promote and
foster the life skills in the 21st century of the lower secondary educational students’
school classes indicated that at a high level. This may be because the researcher team
was to study the documents and interviews with the educational experts who were
checked the validity observation (Face Validity) by organizing discussions multipath
characteristics to find consensus dimensional improvement and update indicator, using
language that is accurate, complete foundation that the researcher has prepared a guide
to make of the assessment to guide the assessment and trial operation were used. The
researchers were able to understand the initial meeting to the person concerned prior to
the assessing theory of Smith (Kanjanawasi, 2009) who noted that the assessment used
to evaluate the quality or use of evaluation results, and the value or usefulness of the
new method of assessment. The researchers have applied the standard evaluation of the
assessment that followed as the American Evaluation Association (AEA) to include a
baseline assessment of the utilization, the possibility appropriate standards, and the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
121
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
accuracy standards (Joint Committee, 1994; Kanjanawasi, 2009). This research study
coincides with Goaphitak (2012) who reported of her studied was developed a model to
assess the learning of teachers of foreign languages in primary standardized schools by
applying the standard to evaluate the image to asses students’ learning a foreign
language teacher in the primary educational school classes. A standard assessment of
user benefits and possibility that right and accuracy on overall in many ways was
developed. It makes a possibility and suitable to accurate that it was able to take
advantage, significantly.
7. Conclusions
The results were followed as:
1. The form of the LMEM of learning to foster the life skills in the 21 st century of the
lower secondary educational students’ school classes, It has similarly as the chart
of the relative structure that ties together of six elements include the evaluation,
the purpose of the assessment, the evaluation focused on assessment methods,
the evaluator, and the evaluation criteria.
2. The evaluation model (LMEM) assesses learning to foster the life skills in the 21 st
century of the lower secondary educational students’ school classes were
indicated that at a high level was promoted.
8. Suggestions
8.1 Suggestions on Bringing Research Results
1. Teachers should be evaluated continually
2. This research study can be integrated assessment process within the quality
assurance system of education and developing focus to improve learning.
3. Assessing the pattern is developed, the researchers should study guide of the
evaluation criteria to get the most accurate information, carefully.
4. Evaluated by the evaluation model are developed and involving researchers or
educators who should understand of students’ needs and emphasizing
importance of evaluating to get more in corresponds with reality.
8.2 Suggestions for Further Research
1. There would be investigated a research study to examine the results of the
assessment to promote for fostering the life skills in the 21 st century of the lower
secondary educational students’ school classes acquaintances.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
122
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
2. There would be a designed the research and development technique to evaluate
the fostering the life skills in the 21 st century of the lower secondary educational
students in other school classes.
3. There should be administered the further research to identify factors that
promote quality learning to promote evaluate the fostering the life skills in the
21st century of the lower secondary educational students in other school classes.
Acknowledgement
This research was done perfectly well by courtesy of Prof. Arun Suikraduang celebrated
professor advisor, Prof. Piyathida Panya, advisor together who was blessing qualified,
and controlled of this research, please advise and correct the defects as well.
Giving many thanks to the multiplication of the faculty, parents, parent of
oriental who taught endow knowledge, to the research and to sponsor everyone with
love and respect them.
References
1. Athan, A. (2015). The development of a model to evaluate the curriculum of special
school science classroom, upper secondary school. PhD thesis: Mahasarakham
University.
2. Banlanga, J. (2013). Skills of the future: Education for the 21st century:
Contemplative occasion, translator). Edition 2: A Simple Rio Verde (Originally
published in 2011).
3. Buaraphan, K. (2012). Assessment of 21st Century innovation tabloid. 7 (2/6).
4. Buason, R. (2011). The research and development of innovative education. Edition 2nd.
Sawan: Rim Ping printing.
5. Buason, R. (2013). The area of assessment. Edition 3rd. Sawan Edition: Rim Ping
printing.
6. Cheingkul, W. (2016). Conditions of Thailand in 2557/2558 to reform education to cope
with the 21st century. Bangkok fine print to print.
7. Education Council. (2011). The result of the operation: Driven education reform in the
last two decades. Year BE 2552-2554. Bangkok: Prig Whan Graphics.
8. Education Council. (2013). The global initiative on education comes first. Bangkok:
Prig Whan Graphics.
9. Joint Committee. (1994). The joint committee on standards for educational evaluation.
New York: Mc Graw-Hill.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
123
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
10. Johnstone, J. M. (1981). Indicators of education systems. London: UNESCO, 1981.
11. Kanjanawasi, S. (2000). The new academic discussion of evaluation: learning, learnercentered. Bangkok: Amarin Printing & Leasing fold.
12. Kanjanawasi, S. (2009). Theory assessment. Edition 2nd. Bangkok: Chulalongkorn
University.
13. Kiddee, K. (2003). Development of an assessment of the learning and teaching and
learning is important. Doctoral thesis: A Chulalongkorn University.
14. King Mongkut's Institute of Courage Bangkok, (2002). QA-NEW. Bangkok:
Quality Assurance.
15. Kuaphitak, P. (2012). The development of a model to assess the learning of a foreign
language
teacher.
Primary
School
standards.
PhD
thesis,
University:
Mahasarakham University.
16. Malasri, A. (2011). Development of a risk assessment study for the university. PhD
thesis, University: University.
17. Nevo, D. (1983). The Conceptualization of educational evaluation: An analytical
review of the literature. Review of Educational Research. 53 (1).
18. Pansri, O. (2008). The development of a model to evaluate bilingual education in the
schools of basic education. Doctoral thesis Phitsanulok University.
19. Phithiyanuwat,
S.
(1998).
Methodology
to
evaluate
the
study.
Bangkok:
Chulalongkorn University.
20. Sararattana, W. (2013). A new paradigm in education: a case study toward the 21st
century. Phittayapisut Printing.
21. Siamwala, A., Latthiphipat, D., and Tangkitwanit, S. (2012). A new round of
education reform: towards quality education. Lecture on February 15, 2555 at
Bangkok, Van Chan Center B. Centralia Hotel Grand. Czech Boston Natural
World. Bangkok: Author.
22. Soiphetkasem, C. (2004). The development of a model to evaluate the learning process
of the teachers in the school. Under the Office of Basic Education Commission.
Doctoral thesis Phitsanulok University.
23. Srisa-ard, B. (2003). The development and curriculum: Research on the course.
Bangkok: Thailand's. Suwiriyasarn Printing.
24. Stufflebeam D.L. and A.J. Shinkfield, A. J. (2007). Evaluation theory, models and
applications. SanFrancisco: Jossey-Bass.
25. The Karasin Primary Educational Service Area Office 3. (2013). The synthesis of the
event. Promote life skills, school district office. Kalasin District Office.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
124
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
26. The Office of Academic and Educational Standards. (2012). The development of life
skills integrated teaching eighth group learning core curriculum of the Basic Education
Curriculum BE 2551. Bangkok rally Cooperatives of Thailand.
27. The Office of Academic Standards and Education. (2011). The life skills focus on
improving the quality of learning in primary - secondary education. Bangkok:
gathering and agriculture. Cooperatives of Thailand.
28. The Office of Basic Education Commission. (2012). The development of life skills in
basic education. Bangkok: Office of the Basic Education.
29. The Partnership for 21st Century Skills. (2009). Framework for 21st century learning.
Retrieved
from
website:
http://www.p21.org/storage/documents/1_framework_2-pager.pdf.
30. Trisorn, R. (2012). The development of a model to assess the learning of a foreign
language teacher. Elementary school class. Doctoral thesis. University: University.
31. Wiboonsri, Y. R. (2005). Evaluation: Concepts and practices. Edition 4th. Bangkok:
Chulalongkorn University.
32. Wiratchai, N., Nawichein, S., and Orrathai, P. (2008). Survey and the synthetic
indicator of ethics. Bangkok: Sweet Graphics Limited.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
125
Preecha Kansaart, Arun Suikraduang, Piyatida Panya
DEVELOPING THE LEARNING MANAGEMENT EVALUATION MODEL FOR FOSTERING LIFE SKILLS IN THE
21ST CENTURY OF LOWER SECONDARY STUDENTS’ SCHOOL CLASSES
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
126