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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.
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 (x = 4.74, S.D. = 0.51), Appropriation scale (x = 4.63, S.D. = 0.49), Accuracy scales (x = 4.61, S.D. = 0.51), and Utility scale (x = 4.54, S.D. = 0.51), respectively.
To develop and promote the evaluation model on desirable attributions of student morals according to the promoting act for non-formal education and informal education systems were the main purposes, to assess the morals of the desirable characteristics to non-formal education and informal education centers with the research and development (R&D) process were assessed. The research administrations were designed in four phases that composed of the corresponding evaluation of morals or the morals of the desirable characteristics and attributions of learners were investigated with the synthesis of documents and interviews with those involved to evaluate the morals of the desirable attributions, which sample consisted of 9 students. To create evaluating form on the desirable moral aspects of learning for non-formal education and informal educational systems' data from the first phase for drafting format and letting determined from the experts to check with the suitability and feasibility techniques that based on the meeting with expert connoisseurship. Then, to trial evaluation model by assessing the desirable characteristics of a moral centers to non-formal education and informal education with a sample of 166 students in three groups from Roi-Et, Kalasin, Maha Sarakham provinces. Finally, to evaluate the evaluation model by assessor's teacher evaluating model was assessed. It has found that: the components of the evaluation model on desirable attributions of student morals consisted of six components, such as; principle and rationale, three moral behavior indicating purposes of component evaluation, evaluating methods, the evaluators, and European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 66 evaluating criteria. The creating the model results were found that; this evaluation model consisted of 9 elements and 40 indicators of students' behavior groups in each semester with the percentage and quality ratings, the IOC valued indicated of 0.92, responsively. Overall, on evaluation desirable moral of the students in three groups that ranged from 2.11 to 2.40 on the rating weight, ranged from 87.03 to 88.06 on percentage, respectively. Suggestions that the evaluation model is provided and developed of suitable, helpful, correct, and helpful to reality for students' abilities to be applied and promoted in real life situations of their morals to their desirable attributions, exactly.
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.
This paper reports in the aims of research study were to investigate the effectiveness level on learner qualities, to determine the causal factors and increasing the effectiveness guidelines of learner qualities, to develop and validate causal model of multi-level factors that influence the effectiveness, and to promote the increasing the effectiveness guidelines of learner qualities in the Opportunity Expansion Schools under the Office of Basic Education Commission were the main purposes. Administrations of the sample consisted of 1,122 teachers who taught and students who sat at the 9 th grade level in 33 schools with the Multistage Random sampling technique. Using both the high quality of the research instruments was validated and reliable with the questionnaire evidence of 0.912, to measure achievement motivation confidence of 0.906 and attitude test with a confidence of 0.908, respectively. Statistically significant analyzed with the descriptive statistics and confirmatory factor analysis (CFA), the multilevel confirmatory factor analysis (MCFA) and structural equation modeling analysis and the study of ways to promote the effectiveness guidelines of learner qualities in the opportunity expansion schools with seminar was based on the expert connoisseurship both quantitative and qualitative data were analyzed. The results of the research findings as the effectiveness guideline level indicated as a whole at the medium level. The causal factors of learning motivation and attitude towards students' learning outcomes were related at the high level. The causal factors were also found between increasing the effectiveness guidelines of learner qualities and their motivation Paitoon Prommakul, Arun Suikraduang, Paisarn Worakham CAUSAL FACTORS AND INCREASING THE EFFECTIVENESS GUIDELINES OF LEARNER QUALITIES IN THE OPPORTUNITY EXPANSION SCHOOLS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 92 and attitude towards to their learning outcomes with the learning processes were consistency with the empirical data (2 = 120.544, df = 111, P = 0.252, CFI = 0.999, TLI = 0.999, RMSEA = 0.009, SRMRW = 0.029, SRMRB = 0.132, and 2 = 1.086). The effect sizes and influences considered directly as the highest evidence of 0.919, 0.792, and 0.292 with their affecting learning processes, attitudes, achievement motivations at the relation level of 0.01, respectively. The guidelines for learning processes consisted of four main components that followed as: introduction, the thinking processing knowledge, practical schooling guideline, and practical classroom guideline. The assessing experts were evaluated to qualify causal factors and increasing the effectiveness guidelines of learner qualities to their appropriateness and feasibility are provided at the highest level, interestingly.
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).
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
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 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.
The aim of this research study was to develop the evaluation model (EM) through learning management integrating unified instructions (LMIUI) of the Basic Educational Teachers under Office of the Basic Education Commission (OBEC) with the research and development process. To have integrated with the texts, documents, reports, research articles, and a database of three professional education experts was interviewed. The draft evaluation form to verify the suitability and feasibility of this evaluating draft form with nine qualified experts using a technique based on a specialized symposium (Connoisseurship). The EM model estimates to trial in 13 basic schools under the Roi-Et Primary Educational Service Area Office 1. The EM model was assessed with the feasibility of appropriate dimensions for accuracy and usefulness by the board of evaluators was involved in determining the concurrent validity forms of assessment and evaluation form that the dimensions of the possibility of reasonable involved in the trial EM form. The results of this research have found that: the factors of the EM model through the LMIMU should contain four components. The first component includes the preparation teaching has six indicator components, the second on the learning process has three components above 10 indicate, the third element of the learning media has four indicators, and the fourth components on the measurement and evaluation of learning contained 10 indicate were developed. In terms of the evaluation of the EM model, the components include the rationale for the assessment, European Journal of Education Studies-Volume 3 │ Issue 3 │ 2017 384 the goal of the assessment, the evaluation focused on components and indicators. The process and method of evaluation consists of four phases: preparatory assessment, the evaluation process and the conclusion of the assessment report, evaluation criteria was an absolute criterion by fixing a percentage of the guide contains the descriptions and application quality, evaluator sources, the evaluating instrument, collected data, data analysis, and the evaluation summary report were appropriate and the possibility as high level. The concurrent validity of the LMIUI instructional teachers, it has found that the overall of training academic teachers rating was higher than the teachers who had not been trained that evidence of statistical significance at 0.01 levels, differently. The perceptions for involving evaluation groups in the overall trial of the EM model were individual components at a high level. The overall results of the EM model with the LMIMI instruction indicated the possibility of reasonable accuracy and usefulness at a high level, significantly.
The purposes of this research were to evaluate and develop of An Innovative Instructional STEM Education Strategy Lesson Plan Combined with the Brainstorming Techniques (STEM & BTS) for enhancing students’ learning achievements and transforming their science related attitudes for secondary students at the 8th grade level in science class on Light and Visible Light issue with the processing and performance resulting effective determinant criteria at the level of 75/75. Students’ learning achievements and their science attitudes to their pre and post assessing designs toward their learning management according to the instructional model of learning management in the STEM & BTS were compared. Associations between students’ learning achievements of their posttest assessment and their attitudes toward science with the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes were assessed. Administration of the sample size of 25 students at the 8th grade level from Khatiyawongsa School under the Secondary Educational Service Area Office 27, Roi-Et with the purposive random sampling technique was selected. The STEM & BTS composed of an innovative instructional lesson plan and 9 subunits in 15 hours on 5 weeks were instructed management. Students’ learning achievements were assessed with the 50-item Learning Achievement Test (LAT) in four multiple choices of their pretest and posttest assessments. Students’ attitudes toward science were assessed of their perceptions with the 8-item Test Of Science-Related Attitude (TOSRA). Statistically significant was analyzed the data with Mean ((X) ̅), Standard Deviation (S.D.), Percentage, t-test, One-Way ANOVA (eta2), Simple Correlation (r), Standardized Regression Coefficient (β), Multiple Correlation (R), and Coefficient Predictive Value (R2). The results of these research findings followed as: An innovative instructional STEM education strategy combined with the brainstorming techniques for enhancing students’ learning achievements and transforming their science related attitudes at the 8th grade level was assessed of six learning activities by the 3-Professional Experts with the Index of Item Objective Congruence (IOC ), it has found that the IOC indicated of 0.88, students’ responses of their learning activities were at the high level, the relationships of six learning activities with F-test was significant at level of 0.001, and the Cronbach Alpha Reliability of the TOSRA was 0.79. The effectiveness of the innovative learning management lesson plan in form of the STEM & BTS (E1/E2) was 77.64/78.48, which has higher than the standardized determining criteria of 75/75. Students’ learning achievements of their pretest and posttest assessments with the LAT to the STEM & BTS with their posttest was higher than pretest and statistically significant was differentiated, significantly (ƿ < .001). Students’ attitudes toward science were assessed with the TOSRA, the average mean scores with their post-attitude were higher than pre-attitude and statistically significant was differentiated, significantly (ƿ < .01). Associations between students’ learning achievements of their post-LAT their post-TOSRA toward science, the R2 value indicated that 50% of the variance in students’ learning achievements of their science class was attributable to their post attitudes toward science in the STEM & BTS for enhancing students’ learning achievements and transforming their science related attitudes and statistically significant was also found at the 0.01 level, relatively.
The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11th grade level with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test, and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: 1. Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75. 2. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level. 3. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly. 4. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively.
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