DEVELOPMENT OF CLASSROOM ASSESSMENT COMPETENCY OF PRAPARIYUTTITHAM TEACHERS UNDER THE PROJECT INITIATED BY HER ROYAL HIGHNESS PRINCESS MAHA CHAKRI SIRINDHORN THROUGH SOCIAL CAPITAL FRAMEWORK.

Abstract

Abstract

          This research aimed to 1) develop key school teacher competency on classroom assessment under the project initiated by Her Royal Highness Princess Maha Chakri Sirindhorn, 2) develop the classroom assessment competency of the teachers under the project initiated by Her Royal Highness Princess Maha Chakri Sirindhorn through Social Capital Framework, Prapariyuttitham schools (Key Teachers) and 3) to evaluate the development on classroom assessment competency of the teachers under thep initiated by Her Royal Highness Princess Maha Chakri Sirindhorn Through Social Capital Framework (Key Teachers). The sample comprised 24 key science and mathematics teachers and 85 networking science and mathematics teachers. Data collecting indtruments were execise workbook on classroom assessment, teaching observation and interview forms, and questionnaires for collecting the information on the learning assessment condition of the science and mathematics teachers under the project initiated by Her Royal Highness Princess Maha Chakri Sirindhorn Through Social Capital Framework, Prapariyuttitham schools (Key Teachers), in Nan Province. Content analysis and multiple regression were utilized for data analysis.

          The findings were as follow:

1. Key teachers gained more knowledge on classroom assessment as can be seen from their ability to analsye the standards and indicators and capacity to design classroom assessment more efficiently in accordant to learning standards and indicators.


2. The key teachers were developed for the classroom assessment competency on 7 aspects proposed by Stiggins (1999) and American Federation of Teachers, National Council on Measurement in Education, & National Education Association (American Federation of Teachers, 2003) The follow- up after the development process found that 86.95 percents of the key teachers had extended their knowledge on classroom assessment to other school teachers. Strategies used most by them were questioning students to investigate their knowledge. Questiong and answering in classes were used more by students. Results from classroom assessment were used to adjust learning activities as well as to diagnos students, in group and in individual, for their learning development.


3. The evaluation of the teacher development on classroom assessment competency showed that teachers’ social capital was significantly positively related to the teachers’ classroom assessment competency and hence social capital concept was perceived to be able to enhance the development of the teachers’ competency on classroom assessment.