The Study of Competency-Based Learning Assessment Problems of Grade 6 Mathematics Teachers in Schools under the Kalasin Primary Educational Service Area Office
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Abstract
This research investigated and compared the conditions of problems regarding competency-based learning assessment among Grade 6 mathematics teachers in schools under the Kalasin Primary Educational Service Area Office, Thailand. Samples comprised 222 teachers selected through stratified random sampling. Research instrument used was a questionnaire with reliability coefficient of 0.99 and a focus group discussion form (IOC = 1.00). Data were analyzed using descriptive statistics, F-tests, and content analysis.
Results showed that: 1) problems in assessing core and subject-specific competencies were at moderate levels, with the most problematic areas being active citizenship (core) and mathematical communication and presentation (subject-specific); 2) teachers with different academic ranks showed significant differences at the .05 level in assessing subject-specific competencies, teachers with different experience levels also differed significantly at the .05 level in assessing subject-specific competencies, and teachers in schools of different sizes did not differ significantly for either core or subject-specific competencies; and 3) focus group findings revealed that teachers lacked clear understanding of curriculum-defined competencies, struggled with designing complex indicators, and faced time constraints in documentation, making it difficult to create comprehensive assessment tools with clear criteria and descriptors, which resulted in assessments lacking adequate validity.
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