Journal of National Educational Testing and Assessment

The Leadership of School Administrators on Learning Development in Digital Era

KITTI SOMUMJARN — Mon, 30 Jun 2025 00:00:00 +0700

Educational leadership refers to guiding and empowering personnel toward shared goals in order to develop the organization and create a learning-conducive environment through effective and sustainable management strategies. In this context, the advancement of digital-age learning is a critical factor in enhancing educational quality. School administrators play a key role in driving the transition toward digital education, which affects teachers, students, parents, and all stakeholders in adapting and developing technological skills. Moreover, it involves fostering leadership and a learning culture that embraces continuous change. This article presents three main issues: (1) The meaning and concept of educational leadership, which involves the process of guiding and supporting personnel toward shared objectives to promote organizational and educational development for sustainability and innovation; (2) The characteristics of school administrators in the digital era, including: 1) Vision and the ability to lead change, 2) Effective management and data-informed decision making, 3) Encouraging participation and collaboration within the organization, 4) Building a culture of continuous learning and development, and 5) Digital leadership and (3) An analysis of the roles of school administrators in advancing digital-age learning, comprising: 1) Setting the school’s vision and goals, 2) Promoting active learning and innovation, 3) Developing an organizational culture that supports learning, and 4) Utilizing technology to enhance learning.

Guidelines for Improving National Educational Test Results for the 2023 Academic Year of the 5th Network of Schools “Lan Saka”, Nakhon Si Thammarat Province

Mon, 30 Jun 2025 00:00:00 +0700

The research objectives are as follows 1) to explore the approaches for improving the National Educational Test results in the academic year 2023 for the 5th Network of Schools “Lan Saka,” Nakhon Si Thammarat Province, and 2) to compare the National Educational Test results of the 5th Network of Schools “Lan Saka,” Nakhon Si Thammarat Province, between the academic years 2022 and 2023. This research adopts a mixed-methods approach, combining qualitative and quantitative research. For the qualitative research, focus group discussions were conducted to explore development approaches, involving a sample of 26 participants and using content analysis. For the quantitative phase, data from student scores on the Reading Test (RT) for Primary 1 students, the National Test (NT) for Primary 3 students, and the National Education Test (O-NET) for Primary 6 students were analyzed. The data was secondary data from 671 students who participated in the RT, NT, and O-NET tests in the academic year 2022 and 667 students in the academic year 2023. Statistical methods, including mean, standard deviation, and t-test, were used. The research findings show that 1) The guidelines for improving national test results in for the 5th Network of Schools
“LanSaka” Nakhon Si Thammarat Province, cover three main assessments: RT, NT, and O-NET, emphasizing the crucial roles of administrators and teachers. For the RT assessment, administrators should support teaching plans focused on reading skills, allocate appropriate resources and time, and promote engaging learning activities while collaborating with parents, while teachers must design lessons that capture students' interest, connect to daily life, and utilize diverse media, as well as assess through methods like oral reading and comprehension. For the NT assessment, administrators should encourage the use of digital tools and provide teacher training to develop essential skills, such as reading comprehension and problem-solving in mathematics, while teachers should organize stimulating activities and use varied teaching materials to enhance student engagement. For the
O-NET assessment, administrators should create an environment conducive to developing key skills, such as reading comprehension, calculation, and scientific experimentation, while teachers should employ diverse assessment methods and continuously monitor student progress. Additionally, the school network should collaborate to improve teaching practices, share resources, provide teacher training, and promote extracurricular activities to sustainably enhance test outcomes. 2) The comparison of National Educational Test results for the years 2022 and 2023 revealed the following: 1) There were no significant differences in RT scores for both reading aloud and comprehension between the academic years 2022 and 2023. 2) There were differences in the NT results for the Thai language subject, but no significant differences were found in the Mathematics subject. 3) There were no significant differences in the O-NET results for Primary 6 students across all four subjects (Thai language, Mathematics, Science, and English) between the academic years 2022 and 2023.

Exploratory Factor Analysis of Generative Artificial Intelligent Literacy for Teachers Under the Pathum Thani Secondary Educational Service Area Office

Nattapon Buaurai — Mon, 30 Jun 2025 00:00:00 +0700

The purpose of this research is to analyze the exploratory factors of Generative Artificial Intelligence (GAI) literacy for Teachers Under the Secondary Educational Service Area Office Pathum Thani. The sample consisted of 350 teachers employed by basic education institutions under the Secondary Educational Service Area Office, Pathum Thani, for the 2024 academic year. The sample was selected using multi-stage sampling from 22 schools. The research instrument was a questionnaire, with content validity checked using the Index of Item-Objective Congruence (IOC), which ranged from 0.60 to 1.00. The overall reliability, measured by Cronbach's alpha, was 0.962. The data were analyzed using Exploratory Factor Analysis (EFA). Factors were extracted through common factor analysis (CFA) using the principal axis factoring (PAF) method, followed by orthogonal rotation with the Varimax method. The research findings revealed three components of Generative Artificial Intelligence (GAI) literacy for basic education teachers, organized in line with the knowledge management process as follows: 1) understanding the use of GAI with quality and ethics, which encompasses foundational knowledge and the ability to use GAI appropriately; 2) appropriate and effective use of GAI, which emphasizes the ability to give effective commands to GAI without violating ethical standards or rights; and 3) the application of GAI in various contexts, highlighting the skill of utilizing GAI to support tasks or solve problems beyond teaching and learning management. Together, these components explained 82.56% of the variance in GAI literacy for basic education teachers. These findings can be utilized by educational institutions to develop action plans for enhancing the capabilities of educators or teaching personnel, promoting the use of GAI to improve the quality of education in ways that align with the context of their organizations.

AN Evaluation of the local curriculum “Dynamic of Phuangpromkhon” by CIPP MODEL

Thanatip Rattanapan — Mon, 30 Jun 2025 00:00:00 +0700

This research aimed to evaluate the local curriculum “Dynamic of Phuangpromkhon” by CIPP MODEL, consisting of 1) contextual evaluation, 2) input evaluation, 3) process evaluation, and 4) output evaluation. The target groups were executives, school board members, community scholars, teachers in the social studies, religion, and culture subject group, and students in grades 9-11 of Phuangpromkhon Witthaya School, totaling 59 people. The research instruments were questionnaires and interview forms. The research findings indicate an overall average score of 4.74, which is at the highest level. Context Evaluation received an average score of 4.76, also at the highest level. The curriculum’s vision, mission, and objectives align with the community and school context. The curriculum structure comprises six learning units Unit 1 Puangphromkorn: Our Hometown Unit 2 From the City of Two Cultures to the City of Virtue Unit 3 From the Sky to the Mountains, Across the Fields to the Great River Unit 4 Local Way of Life in Puangphromkorn Unit 5 Sufficiency Economy in the Puang Phromkorn Way and Unit 6 Puangphromkorn Innovators These units integrate local knowledge into additional courses that combine multiple subjects, with Social Studies, Religion, and Culture as the core learning area, designed for Grade 10–12 students. Input Evaluation scored an average of 4.72, the highest level. School administrators provide strong support, teachers have a solid understanding of the curriculum, and sufficient materials, facilities, and budgets are available. Additionally, the local administrative organizations and the community actively support the curriculum implementation. Process Evaluation received an average score of 4.66, also at the highest level. The curriculum development follows systematic steps, offering a variety of learning activities centered on learner-focused approaches. It integrates students' prior experiences to enhance learning, emphasizes authentic assessment, and involves teachers, local wisdom experts, and leaders from local administrative organizations in the evaluation process. School administrators conduct regular supervision and follow-ups to ensure effective curriculum implementation. Product Evaluation achieved the highest average score of 4.87. Students gain knowledge and understanding of general community characteristics, geography, history, natural resources, and the environment. They develop innovations that align with the community context and actively participate in environmental conservation and resource preservation. They also become aware of the importance of natural resources and the environment in sustaining their present and future lives. Furthermore, students engage in cultural preservation efforts and develop teamwork, problem-solving, analytical thinking, and creativity skills.

A Study on Mathematics Achievement in Addition, Subtraction, Multiplication, and Division Through Collaborative Learning Using the Buddy Technique and Board Games Among Grade 4 Students.

wilai boontap, Suwannawat Thienyutthakul — Mon, 30 Jun 2025 00:00:00 +0700

This research aimed to 1) compare the achievement in mathematics on mixed addition, subtraction, multiplication and division through cooperative learning with peer technique and board games of grade 4 students with the 70 percent criterion, and 2) compare the achievement in mathematics on mixed addition, subtraction, multiplication and division before and after using cooperative learning with peer technique and board games of grade 4 students. The sample group used in the research was 11 grade 4 students studying in the first semester of the 2024 academic year at Ban Promli Si Sawang School, Nong Kung Si District, Kalasin Province, who were purposively selected from students whose achievement in mathematics on mixed addition, subtraction, multiplication and division was lower than 60 percent. The instruments used were mathematics lesson plan on mixed addition, subtraction, multiplication and division through cooperative learning with peer technique and board games for grade 4 students, a mathematics achievement test. The learning management plan was evaluated by 3 experts with an appropriate mean between 4.33 and 4.67 (out of a full score of 5). The achievement test had an index of content validity (IOC) ≥ 0.50, a discrimination power between 0.20–1.00, a difficulty level between 0.20–0.80, and a test reliability of 0.99. The statistics used for data analysis were percentage, mean, standard deviation, and t-test.The statistics used in the research were percentage, mean, standard deviation and t-test. The research results found that 1) the academic achievement scores after learning were significantly higher than the 70 percent criterion at the .05 level (mean = 17.27 or 86.36%) and 2) the post-learning scores were significantly higher than before learning at the .05 level (pre-learning mean = 8.00 compared to after learning 17.27).