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The purpose of this research were 1) to study the conditions and problems in evaluating and creating scoring rubrics for evaluating the 12 core values at the secondary level; and 2) to study the conditions and problems of creating scoring rubrics for evaluating the 12 core values at the secondary level. The population used in the research was 3,606 teachers of basic education level under the Office of the Basic Education Commission for Secondary Education in Pathumthani, Prachinburi, and Sa Kaeo. The 348 people of the sample group was collected by using the Stratified Random Sampling. The instrument used in this research was a questionnaire that inquired about the conditions and problems of evaluating the 12 core values and creating scoring rubrics for evaluating the 12 core values at the secondary level. The data was analyzed by using frequency, percentage and content analysis.
The result of the research showed that the school recognizes the importance of cultivating good consciousness for the students. They tried to educate the 12 core values for the students to learn and they have assigned the relevant groups to organize activities and evaluate. Anyway, the teacher still lacks the knowledge and understanding of the measurement and evaluation that is appropriate and consistent with the measurement and evaluation of the 12 core values. Moreover, it was found that the problem in evaluating the 12 core values in the secondary level is that teachers do not understand the meaning of values deeply because they do not receive guidance. They are unable to organize teaching activities and activities that enhance the 12 core values and the evaluation after doing activities thoroughly and perfectly. The teachers want the schools or the related agencies to help in various ways, so that the teachers can measure and evaluate the 12 core values clearly and accurately than they should be. It also showed that the conditions and problems in creating scoring rubrics for evaluating the 12 core values at the secondary level is that the teachers and the schools are not familiar and they lack the knowledge and understanding of the scoring rubrics used in the assessment. They think it is a burden to build and use. They do not receive counseling. Therefore, they are not confident in their use. And it was found that they mostly commented that the schools or the related agencies should introduce or provide knowledge by organizing various activities. Therefore, they will be able to use and create useful scoring rubric to be used in evaluating the 12 core values.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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