การพัฒนาชุดเครื่องมือวัดทักษะชีวิตของนักเรียนระดับการศึกษาขั้นพื้นฐาน

Abstract

This research aimed to develop life skills batteries and examine the psychometric properties of the scales. This developmental research was divided into 4 phases: first was the synthesis of life skills components, second was development of life skills batteries, third was examining the psychometric properties, and the final phase was an online test system development. The participants were 4,497 Prathomsuksa 6, Mathayomsuksa 3 and Mathayomsuksa 6 students in schools under the Office of the Basic Education Commission. The content analysis was used for quantitative data before the difficulty (p) discriminant power (r) and reliability of the classical test theory (CTT) were applied. The discriminant parameters (a) difficulty parameters (b) and EAP reliability based on multidimensional test theory  (MIRT) also used for psychometric properties inspection using IRTPRO 3.0 as well as construct validity from CFA by Mplus 7. The result indicted that

1. The result of instrument development composed of 1) life skills factors 2) the life skills battery and 3) an online test system as follow;

1.1 Life skills of basic education students consisted of 3 aspects: 1) sufficient life skills, 2) information media and technology skills, and 3) life and career skills.

1.2 The life skills battery classified by grade level consisted of Prathomsuksa 6, Mathayomsuksa 3 and Mathayomsuksa 6. The components of life skills batteries as follows: 1) sufficient life skills batteries were a hierarchical measure of behavior, divided into 5 levels and each level composed of material, society, culture and environment. The force choices format of yes no questions with score 0, 1 were applied for 56 items each grade level. 2) The situation judgments test format was designed for the information media and technology skills factor and the life and career skills factor. The video clips were used to present the situations with questions and multiple-choice options. The options were 4 for Prathomsuksa 6 and Mathayomsuksa 3 and 5 options for Mathayomsuksa 6 students. The scales were 12 items of information media and technology skills and 22 items of life and career skills.

1.3. An online system of life skills measurement was available and consisted of 1) online examinations and testing reports for test takers 2) online examinations for system administrators 3) difficulty and discrimination power analysis of the test for administrators and 4) user satisfaction evaluation system.

1. The psychometric properties of the scales found that the CTT analysis showed that most questions were fair of discrimination power, moderate difficulty, and more than .758 of reliability. The multidimensional analysis indicated that all factors of the life skills were multidimensional with moderate discriminative parameters and difficult parameters and also had construct validity.