Needs Assessment of Development Assessment of Learning Outcomes in the 21st Century of the Teachers of Yala Islamic Private Schools
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Abstract
This research aims to: 1) quantitatively assess the need to develop teachers' potential for 21st-century learner assessment in private Islamic schools in Yala province; and 2) explore approaches to developing teachers' potential for 21st-century learner assessment in these schools using a mixed-methods approach. The sample group consisted of 350 private Islamic religious school teachers and 6 main informants. The tools used were questionnaires (Reliability coefficient = 0.92) and interviews. The data were analyzed using mean, standard deviation, PNImodified, and content analysis.
A study found that: 1) Teachers in private Islamic schools in Yala province require enhanced 21st-century assessment skills, specifically in accurately analyzing the quality of various assessment tools, utilizing computer technology for assessment, and effectively reporting evidence-based assessments and summarizing student learning. 2) The most preferred development approaches include blended online and face-to-face learning, peer mentoring, and self-directed learning using various resources. Relevant agencies can utilize these findings to develop curricula or design activities aimed at improving the 21st-century assessment skills of teachers in private Islamic schools
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