Guidelines for Developing Teachers’ Competencies in Measurement and Evaluation for Learning Management under the Surin Primary Educational Service Area Office 1

Abstract

This research aimed to: (1) study the level of teachers’competency in measurement and evaluation in the learning management; (2) compare competency levels in measurement and evaluation among teachers, categorized by teaching experience; and (3) study guidelines for developing teachers' competency in measurement and evaluation within the context of learning management. This research was divided into two phases’. Phase 1 involved studying and comparing the level of teachers’ competency in measurement and evaluation in learning management. The sample consisted of 351 teachers selected through stratified random sampling. The research instrument was a questionnaire. Statistical methods used for data analysis included mean, standard deviation, and one-way ANOVA. Phase 2 involved studying guidelines for developing teachers’ competency in measurement and evaluation in learning management. The key informants consisted of five experts for the interviews and five specialists for evaluation of the guidelines. The research instruments were interview forms and evaluation forms. Statistical methods used for data analysis included mean, standard deviation, and content analysis. The research findings revealed that: 1) The overall level of teachers' competency in measurement and evaluation in management of learning was at a high level; 2) Teachers with different teaching experience showed no differences in their competency in measurement and evaluation; and 3) The results of the study on guidelines for competency development in measurement and evaluation in learning management  consisted of 28 approaches, and the evaluation results for appropriateness and feasibility were at the highest level.