European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 2 │ 2017
doi: 10.5281/zenodo.260133
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL
EDUCATIONAL MANAGEMENT IN THE ACADEMY SCHOOLS
UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
Koranun Wannataweei, Paisarn Worakham, Piyatida Panya
Research and Evaluation Program, Faculty of Education,
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand, 44000
Abstract:
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,
i
Correspondence: email koranan1972@gmail.com, toansakul35@yahoo.com.au
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
305
Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
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.
Keywords: development, an assessment model, parallel educational management, the
academy schools, Office of the Basic Education Commission (BEC)
1. Introduction
For over 15 years, parallel education has worked with Public, Private and Charter
schools, providing Substitute Teacher dispatching services. Teachers understand the
need to have quality substitutes teaching in the classroom while maintaining a strict
budget year after year. This goal is to ensure that the schools will be served with the
utmost professionalism. Research team provides prescreened educators and selects
those that are the best
fit
for the schools under the Office of the Basic Education
Commission (OBEC) in Ministry of Education of Thailand. Parallel provides continued
education for all teachers which were founded as the substitute teaching institute at the
basic education school in 1995. The OBEC provided research-based training materials
and services designed to improve student achievement: the curriculum, course
management skills, and career to combination of the basic education school, which has
managed it. In many areas, if the students have concurrently both vocational and
general, this will make integration course. It would be beneficial for students to have a
general knowledge of the profession. Three gain the knowledge to decide on a career as
amputated in the form of parallel education, the Roi Et Secondary Educational Service
Area Office 27, it has signed a memorandum of cooperation teaching. Parallel courses
with a vocational secondary school program of teaching parallel, a cumulative credits
Vocational Certificate (VEC) Curriculum to students in upper secondary education. The
aims of this project are to increase educational opportunities in the public vocational
school, and working on aptitude and interests, to extended to target in upper secondary
school students to enter vocational program, and can be subject to accumulate credits.
The request to transfer the number of credits accumulated, once enrolled and registered
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
as a student. Students on vocational courses to allow of the style of teaching in
vocational secondary schools have three characteristics.
Looks at first to be a student of the schools under the VEC, Vocational courses:
over a vocational qualification. There are two forms: 1). personnel from schools under
the VEC to teach at schools under OBEC; 2) OBEC schools, students sent to study at the
academy under the Office of the Vocational Education Commission (OVEC). The second
aspect is registered as students of schools under OBEC course in upper secondary
education. The study focused on vocational courses, it's the end, there are two ways; the
students learning from the professional curriculum vocational certificate for transfer
into the Bachelor course AD 2013 and must register as students of educational
institutions under the OVEC. According to the study, vocational courses at least one
semester to get a vocational qualification AD2013. 2) Students from the vocational
courses on vocational curriculum as a basis for studying the Diploma and the third
looks to be a student of the schools under OBEC and take vocational courses in AD 2013
ended up teaching at a vocational qualification. The schools under the OVEC as a
mentor to teach them the rules of the grade vocational certificate in secondary schools
under the OBEC. The vocational school affiliated Roi Et participating province,
including colleges; Phnompri Career College, Roi-Et College Kaset Wisai, Roi-Et
Technical College, Suwannabhummi College of Agriculture and Technology ROI- Et
Colleges and Phon Thong Vocational College. This is consistent with studies that the
lieutenant Anuwat Chinsungnern project parallel courses in school multicipal 4,
Nakhon Ratchasima (Chinsungnern Anuwat 2011-2012: 53) and in accordance with the
study abroad found. The course of study and vocational education skills in Century 21,
ACT: qualitative research.
By century skills will be taught, schools must prepare students in high school
and a national testing standard level of competence and academic skills and
performance of their students. For reading and mathematics as measured by standard
tests is affecting teaching in vocational schools. In 1984, Carl D. Perkins improved the
quality of secondary and vocational schools, the course of study, curriculum integration
and professional, to meet the needs of learners in the 21st century quality standards and
national testing given. Students receive both vocational and vocational subjects
common. This integration program is considered successful and desirable for society
(Quinn. 2013: 56).
From the foregoing as above shows that the "quality of education." Education is
important to take into consideration as well, due to the quality of the course will follow
the standard of education provided no education and Education Committee of the
National Education Act AD 2009 will be held accountable so that schools have effective
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
governance, monitor the progress of learners class in all aspects of education and
improvement projects/plans and are sure to make it clear to their strengths, eliminate
defects select and prioritize the development of the role of the school board of
governance and be sure to contribute to improving the quality of education the school
(Pansri: 2008: 5).
However, the teaching program of the Ministry of Education or any parallel
study is considered important; for that all parties need to be considered. Although the
school curriculum of the Ministry of Education as well as the education sector that
follows as education policy goals and the small differences which are adapted to
specific criteria. This is different from teaching in normal schools. Therefore, the
standard and the indicator may differ from management studies by using the regular
curriculum standards specific management processes. The process of teaching
standards on the availability of teachers, curriculum, facilities, the indicator must be an
indication that the context of teaching parallel. Therefore, education should be parallel
with the only indicator in addition to the indicators used in the public schools to be
clear and consistent in practice, develop, and promote quality education to even more
schools will also provide bilingual education into the quality assurance system as well.
Education in various forms in secondary schools is sophisticated enough because
there are so many students, teachers and staff. A management structure consisting of a
group of academic administration, general administration, department of personnel
administration, budget administration and administrational student affairs, all to be
taken as a fourth dimension consists of top quality students, management education,
the teaching and the community, and learning resources. The mission must be carried
out in accordance with the context of the school and community to create the practical
guide to success in the educational goals of the school. This may result in incomplete or
poorly operating as found that secondary schools are implementation, evaluation and
monitoring of projects under other missions about plans and projects (Sanmanee. 2008:
99; Suppawatcharakorn. 1999: 98-99). Evaluation of education in schools is required
forms, procedures, and tools specifically for educational institutions. The assessment
model to view also is ideology or pattern for evaluation in accordance with the concept
of assessment and explain it sensibly. (Stufflebeam. 2008: 9). The assessment model of
education, for example, a group focused on the way the systems, the group decided to
focus on a natural way, the group focuses on value judgments systematic way, and a
group that focuses on value judgments by nature (Kanjanawasi, 2550: 91) and forms of
assessment are most commonly was used. Such assessment model based on the aim of
the concept of Tyler (Tyler) model needs to be based on the concept of the Stake model
that helps decision (CIPP Model) concept of Stufflebeam and Others model and
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
evaluate the effectiveness of training based on the concept of Kirk Patrick and model or
paradigm theory. (Pithiyanuwat, 2006: 155-218).
As well as an assessment of the current application, form assessed as appropriate
mix of many styles and needs more. (Fongsri. 2006: 31-40), and now has to focus on
how to assess the nature and more contribute, because such a model to assess the
strengths and weaknesses. There is no way to evaluate a form which format is most
suitable for the intended assessment in every case. So schools need to analyze and
synthesize ideas and theories in order to assess the application of the environment, to
achieve maximum benefit assessment of the form of such assessments. Most of the
models developed abroad (Shooto 1995: 16), the concepts and theories of scholars in the
evaluation model of education that can be used as well as the form of assessment with
the Mississippi model (CIPPI model) of merits visit Srisa-ard (2003: 15 112) and the
evaluation model of the imperator of Narasuan model by Buason (2006: 359-368).
New product design and development is more often than not a crucial factor in
the survival of a company. In an industry that is changing fast, firms must continually
revise their design and range of products. This is necessary due to continuous
technology change and development as well as other competitors and the changing
preference of customers. Without an R&D program, a firm must rely on strategic
alliances, acquisitions, and networks to tap into the innovations of others. In general, it
has been found that there is a positive relationship between the research and
development and firm productivity across all sectors, but that this positive relationship
is much stronger in high-tech firms than in low-tech firms.
From the above as a research worker in secondary schools in teaching and
experience on how to assess and improve the quality of education in consensus with the
problem. Therefore, there is a need to develop guidelines to assess education in schools.
The systems and processes that fit the context of education to step up which this
application of the concepts, principles and theories related to the assessment. This study
of the problems and needs of the school and by interviewing experts associated with the
management of parallel design evaluation model, and formed by the criticism and
suggestions of experts. The trial assessment tool is based on the model and assessment
forms. The expectation is that the valuation model created is consistent with the
principles and theory and the context of secondary schools, which form such an
assessment. There is a process to evaluate the education system in schools, in order to
guide the development of solutions and evaluation of education parallel in secondary
schools with all forms of such assessment that it can be beneficial for educators and the
general public. The model developed to assess applications for Management Development
school with quality and a framework for assessing quality, the management of the
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
school, which will benefit the development and promote education parallel efficiency in
the future.
2. Methodology
Research and development (R&D or R+D), also known in Europe as research and
technical (or technological) development (RTD), is a general term for activities in
connection with corporate or governmental innovation. Research and development is a
component of innovation and is situated at the front end of the Innovation life cycle.
Innovation builds on R&D and includes commercialization phases. These activities that
are classified as R&D differ with applied research in educational fields which may
facilitate future product development. In either case, R&D differs from the vast majority
of corporate activities in that it is not often intended to yield immediate profit, and
generally carries greater risk and an uncertain was administered by the researcher team
and conducted by the research process research and development.
2.1 Research Aims
To develop an assessment model on parallel educational management in the academy
schools under Office of the Basic Education Commission.
2.2 Research Limitation
Step I: The first study evaluated the parallel education department of basic education
by studying the synthesis and evaluation of concepts, documents and related research.
A. Content Limitation
Theories, standardization, indicator, criteria, evaluator, assessment methods, evaluation
criteria, the concept of parallel education under the OBEC were interviewed with those
involved with the management of parallel education of the information will be used to
determine the composition of the evaluation study parallel in the OBEC and elements of
the draft assessment forms.
B. Data Resource Limitation
Using the documents include research articles, regarding the evaluation of the parallel
education, involving theoretical principles, concerning the evaluation of operations, the
educational thinking about the style and format development, and assessment and
content providers. Other essentials include luminaries with a parallel study on the
management of nine personnel were administered.
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
C. Variable Limitation
The variables studied in this process are as follows; guidelines on the assessment of
education in parallel education level of basic education, elements of parallel education
at the educational level of the OBEC, how to assess the evaluation criteria of parallel
education. At the educational level of the BBEC, and the indicator of parallel education
of the OBEC.
Step II: The second pattern formation evaluation study parallel of the OBEC by
analyzing the content of the draft is a synthetic form of assessment. The structure and
details of the various parts and a manual assessment form to manage parallel and
determine the appropriate, and the possibility of the draft assessment form with the
applying techniques of consensus multipath characteristics (Multi Attribute Consensus
Reaching: MACR) was the extent of this research study.
A. Content Limitation
In this step, researcher team was creating a model to evaluate the management of
parallel, under the OBEC with the manual and assessment model of parallel education,
under the OBEC to be brought to trial in a real situation.
B. Data Resource Limitation
To be qualified to determine the suitability and feasibility of the draft assessment form;
the possibility (Feasibility Standards) and appropriate (Propriety Standards) techniques
for consensus multipath characteristics (Multi Attribute Consensus Reaching: MACR)
of nine educational personnels.
C. Variable Limitation
The scope of variables in this process are as follows; suitability evaluation model to
handle parallel study under the OBEC, the possibility of a parallel evaluation of the
OBEC, suitability of manual assessment form education parallel under the OBEC
whereas appropriate and possible.
Step III: Trial assessment form parallel education under the OBEC, This model was
rated to handle the parallel department of basic education to try to basic education of
three schools with education parallel trial evaluation model that it was in forms of the
validity, the results of the evaluation when brought to trial in a real advantage, and that
it was assessed. should However, focused on strengths and weaknesses, problems and
obstacles of the evaluation model and manual evaluation model when applied to real
life situations were used.
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
A. Content Limitation
In this process, the quality of the validity of the model by evaluating the accuracy of the
assessment. Using the same or consistent assessment of the number of basic education
schools with three parallel education.
B. Data Resource Limitation
Resources trial form the basic education was chosen as the trial court of the number of
basic education schools with three parallel education from the choice of using a
voluntary or volunteer (Volunteer Sampling) using one large schools and small schools,
one middle school and one college.
C. Variable Limitation
Variables in this stage was composed of assessment model to evaluate the management
of parallel, under the OBEC. Obstacles to use assessment form to manage parallel study
under the OBEC and to comparison of the results of the study parallel education of this
assessment model.
Step IV: The assessment model assesses parallel education under the OBEC. The
assessment involves a form of parallel education with the comprehensive and accurate
assessment of a valuation model that it was including the suitability of the Assessment
Guide.
A. Content Limitation
In this process, aimed at assessing the assessment model of parallel education underthe
OBEC on the model developed in four aspects of the Utility, the Possibility (Feasibility),
Appropriate (Propriety) and accuracy (Accuracy) for comments to the manual evaluation
model of education parallel. Basic Educational Suitability Assessment Guide.
B. Data Resource Limitation
Resources trial form the basic education was chosen as the trial court of the number of
basic education schools with three parallel education from the choice of using a
voluntary or volunteer (Volunteer Sampling) using one large schools and small schools,
one middle school and one college.
2.3 Research Instrument
2.3.1 Interview and Assessment Questionnaires
Checking the content validity to verify the accuracy and appropriateness of the
language and consistent with the indicators of parallel education, then the result for the
IOC (IOC) to select an index consistency is 1.00. Taking measures to improve, then
administer to trial (Try Out) with a parallel education in the Office Secondary
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
Educational Service Area 27 which samples were consisted, and the results were
analyzed for the entire confidence.
2.4 Data Collection
The implementation of data collection the research was conducted as follows; the
research tools were created. This has been a quality inspection to continue to collect
data on the sample steps composed of; to request for assistance in collecting
information from the Board of Education, the school administrators for permission to
collect data from a sample of students were selected, to collect data to assess the
valuation model of education parallel. The researchers conducted questionnaires with
the relevant school for commenting on the assessment form and guide the assessment
after completing the assessment.
2.5 Data Analysis
Data analysis questionnaire was to assess the form of education and manual assessment
model by calculating the average and the standard deviation of the comments, which
are the basis for interpretation by an average of Boonchom Srisa-ard (2010: 162) as
follows:
Average 4:51 to 5:00 means are assessed at the highest level.
Average 2:51 to 3:50 refers to look at a moderate rate.
Average 3:51 to 4:50 refers to a rate at a high level.
Average 1:51 to 2:50 refers to a rate at a low level.
Average 1:00 to 1:50 refers to look at the minimum rate.
3. Results
The research has found that: the concept of learning management and assessment of
parallel education, the department of basic education textbooks, academic papers. The
report showed that the components used in the evaluation of parallel education, the
department of the OBEC major has five components: the principle of parallel structures,
curriculum, learning and teaching, a graduate of quality assurance. The assessment
model consists of six components: basic education, the main idea of the objective
assessment of the assessment, the evaluation focused on how to assess the evaluation
and assessment criteria.
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
The composition of the assessment model
1. The main
concepts of
evaluation
2. The purpose of
the assessment
3. The focused on
assessment
4. Assessment
methods
5. Assessmentor
To get information on the development of parallel education schools under the Office
of Basic Education.
A parallel study of schools under the Office of Basic Education (OBEC).
The assessment model was developed based on the concept of Neil Voss (Nevo)
Sirichai Kanjanawasi and Hammond (Robert L. Hammond)
The considering the idea of creating an assessment model found that the
development model consistent and similar the synthesis of such a concept as a
framework for developing an assessment model.
This makes the composition of the assessment model
1. The main idea of the two sides to assess the evaluation
2. The assessment aimed at assessing how the evaluation of the evaluation criteria.
The aim of the study consists of five standard rate of 17 main temple 42 subindicators.
1. Principles of Education consists of two main indicators seventh sub-indicators.
2. The curriculum consists of two main indicators, six sub-indicators.
3. The teaching consists of six main indicators 17 sub-indicators.
4. Graduation consists of two main indicators three sub-indicators.
5. Quality of education consists of five main indicators 9 sub-indicators.
1. Steps to rate
1.1 Pre-Assessment: Assessment Plan.
1.2 The assessment: assessment by manual assignment.
1.3 Summary of the report: Analysis of assessment results and report.
2. The tool used to evaluate: the evaluation.
3. The period of evaluation: one time per semester or the semester before recess.
The assessmentor within the school administration. The recipient was wrong like the
teachers.
6. Evaluation Criteria
Absolute threshold criteria
Figure 1: The concept of learning management and assessment of parallel education
The results take the form of assessment with the experimental model used to evaluate
the standard of education parallel study of the department of basic education between
schools with different sizes. The results of the evaluation study parallel the five
standards, including standards for the management of parallel, standards curriculum,
the standard of teaching and learning, the standard course, and standards of quality
assurance that indicated that a quality level all very standard and metric were
standardized. The trial has not found in the problems in the form of assessment. The
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Koranun Wannatawee, Paisarn Worakham, Piyatida Panya
DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
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.
Over all on this research study, the assessment model of parallel education under
Office of the Basic Education Commission, the school has made progress in improving
educational standards and on evaluating the accuracy, suitability, feasibility and
utilization that evidence of assessment model to be able to use in a real situation in this
study.
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DEVELOPMENT OF AN ASSESSMENT MODEL ON PARALLEL EDUCATIONAL MANAGEMENT IN THE
ACADEMY SCHOOLS UNDER OFFICE OF THE BASIC EDUCATION COMMISSION
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