ANALYSIS OF TEACHER’S ASSESSMENT COMPETENCY: A CASE STUDY OF THE CENTRAL REGION

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Mesa Nuansri
Kullachat Pantuworakul

Abstract

The purposes of this research article were to 1) analyze the level of teacher’s competency under the Office of Basic Education Commission, and 2) compare the teacher’s competency under the Office of Basic Education Commission by gender, experience in teaching and school size. Samples were 435 teachers under the Office of Basic Education Commission randomized by multi-stage random sampling. Research instrument was a 5-point scale with Cronbach’s alpha reliability of 0.98. Data were analyzed by descriptive statistics methods including frequency, percentage, means and standard deviation and by inferential statistics methods of t-test for independent samples and F-test for one – way Analysis of Variance: ANOVA. The research findings were as follows: 1) The teachers had a high level of assessment competency in overall by competency in assessing ethics with the highest mean scores, followed by competency in developing assessment methods, and competency in administering, scoring and grade interpretation, and, respectively 2) The result of comparison the means of the teachers' assessment competencies when classified by gender showed no difference. When classified by teaching experience, it was found that the overall difference was statistically significant at the .05 level. The Dunnet T3 method was tested later. It was found that there were 1 pair of different means. Teachers with 11-20 years experience had higher assessment competency than teachers with more than 21 years of experience, and when classified by the size of the school, found that overall there is no difference.

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