Analysis of the Formative Assessment Skill of Teachers in Sa Kaeo Province

Abstract

          The purposes of this research were to develop an evaluation form of formative assessment skills and to compare the formative assessment process skill of teachers in  Sa Kaeo Province, classified by sex and organization of affiliation. The sample comprised 130 teachers under the Office of Sa Kaeo Primary Education Service Area, and the Office of  Sa Kaeo Secondary Education Service Area, in the second semester of the academic year 2016, obtained through multi-stage sampling. The research instrument was a 6-level rating scale assessment form. Two-way MANOVA was employed in the analysis of data.

The results indicated that:

1. The evaluation form of the formative assessment skill had 5 components with 115 items. They were: 1) goal-oriented learning of students, with 17 items; 2) learning feedback, with 18 items; 3) learning evaluation method, with 36 items; 4) pedagogical content knowledge, with 27 items; and 5) learning experiences, with 17 items. They exhibited the item-level CVI of 1.00, and scale-level CVI of 1.00. The discrimination ranged between .215 and .814, and the internal consistency was .938.


2. The comparison of the formative assessment skill, classified by gender and organization of affiliation, revealed that there was a statistically significant difference at the .01 level (F = 5.78 and 11.59 respectively). Female teachers had the process skill at a very good level and it was better than male teachers whose process skill was at a good level. And the teachers under the Office of Sa Kaeo Secondary Education Service Area had better skill than the teachers under the Office of Sa Kaeo Primary Education Service Area.