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The purposes of this research were 1) to study the indicators for the competencies of learning evaluation in the 21st century for science teachers, 2) to evaluate the validity of the model for assessing the competencies of learning evaluation in the 21st century for science teacher, and 3) to analyze the variation and parameter of the model for assessing the competencies of learning evaluation in the 21st century for science teachers among the science teachers from different schools. The sample subjects of the study were seven hundred and sixty science teachers under the Office of the Basic Education Commission in 2017. Confirmatory factor analysis and multiple-group analysis were employed for the study.
The results of this research were as follows;
1) the study showed that the indicators for the competencies of learning evaluation in the 21st century for science teachers consisted of five factors with thirty eight indicators; (1) planning for learning evaluation (2) creating and using measurement and evaluation tools (3) strategies for measurement and Evaluation (4) interpreting the scores and evaluating learning outcomes and (5) Reporting and Evaluation Results for Learning Management Development.
2) The findings indicated that the structural validity of the model regarding analyzing the latent variables was consistent with the empirical data.
3) Regarding variance stabilization of the model and the parameter, the results revealed that the model for assessing the competencies of learning evaluation in the 21st century for science teachers between the teachers from schools in the city and out of the city varied while the parameter of the model for assessing the competencies did not vary.
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