THE MODEL OF TEACHER DEVELOPMENT BY USING REFLECTIVE ASSESSMENT AFFECTING SECONDARY SCHOOL TEACHER COMPETENCIES IN LEARNING MEASUREMENT AND EVALUATION

Abstract

Objectives of this research were: 1. To study the problem conditions and the need for teacher competency development in measuring and evaluating secondary school learning and 2. To develop a teacher development model using reflective assessment. The populations were 32,386 secondary school teachers in the Northeastern part of Thailand. The samples consisted of 480 secondary school teachers obtained by Cluster Random Sampling method.

The instruments used were; 1) a questionnaire (Reliability = .98) 2) an assessment form developed by the researcher. Statistics used were percentage, mean and standard deviation. It was found that 1. secondary school teachers had overall problems in cognitive and learning measurement and evaluation at a high level (  = 3.83, S = 0.88) and needed to improve in terms of  cognition and skills at a high level (  = 3.78, S = 0.82) and 2. the model for developing competency in learning measuring and evaluation for secondary school teachers consisted of 6 components: 1) Principles of the Model 2) Objectives of the Model 3) Content Development 4) Development Process 5) Measurement and Evaluation of the Model 6) Guidance Guidelines. The model was applied and assessed by experts. It was found that the overall model and manual for the development of competency in learning measurement and evaluation were appropriate at the highest level.