A Development of a Cooperative Development Supervision Model to Academically Improve Learning Measurement and Assessment in Basic Education Schools in Northeast Thailand
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Abstract
The research article aimed at developing the cooperative professional development model for developing academic work on the learning measurement and evaluation in basic educational institutions in the Northeast region by employing the research and development process. The process was divided into 3 phases: the 1st phase was to study the current conditions of the learning measurement and evaluation as well as the needs of cooperative professional development in basic educational institutions; the 2nd phase was to create the cooperative professional development model for developing academic work on the learning measurement and evaluation in basic educational institutions in the Northeast region; and the 3rd phase was to develop the cooperative professional development model for developing academic work on the learning measurement and evaluation in basic educational institutions in the Northeast region. The statistics used for analyzing the acquired data were percentage, means, standard deviation (S.D.), and content analysis. The results of the research found that the learning measurement and evaluation development in basic educational institutions has the current conditions at a low level. While the cooperative professional development model for developing academic work on the learning measurement and evaluation in basic educational institutions in the Northeast region that is called “CoPDA Model” consists of the following components: 1) The cooperative professional development; 2) The supervision planning on the learning and teaching management of teachers; 3) Practical implementation, the observation of teachers, providing feedback; and 4) the evaluation of the cooperative professional development. From applying the cooperative professional development model and the evaluation of the developed model, the following findings are found: 1) The team of the cooperative professional development has knowledge and understanding in the use of a supervision model; 2) The team of the cooperative professional development has the ability for learning management by emphasizing an active learning approach. From self-evaluation on the ability for learning management, everyone in the team has the ability at a high level; 3) Every supervision teacher has improved the learning and teaching behavior; 4) Teachers who receive supervision have the ability in active learning management. The evaluation of the learning management by the team of the cooperative professional development is at a high level.
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