A Development of Assessment Framework of Competencies for Student Teachers’ Learning Management and Specific Content Knowledge in the Field of English

Abstract

The purposes of this research were to (1) make the assessment framework of competencies, (2) make the assessment observational record form of competencies, (3) investigate the ater Agreement Index (RAI) of the assessment framework of competencies in learning management and study the achievement of the specific content knowledge of English student teachers.
The samples selected using Simple Random Sampling were 30 students from 61 students studying in the 4th year in English program, Faculty of Education, Buriram Rajabhat University. The research instruments were the assessment framework of competencies for learning management in 5 essential elements and specific content knowledge of English teachers. The statistics used were percentage, average and standard deviation. The research findings revealed that 1. The assessment framework of competencies for learning management consists of 5 essential elements including 1) planning (before teaching), 2) classroom environment and classroom management, 3) strategies for encouraging the effective learning, 4) feedback and learner assessment, and 5) self-reflection (after teaching). The assessment framework of the specific content knowledge of English got the Rater Agreement Index (RAI) of the experts., 2. The assessment observational record form of competencies in learning management after Micro teaching was consistent in 5 essential elements as arranging from highest to lowest; feedback and learner assessment (RAI = 0.985), classroom environment and classroom management (RAI = 0.970), planning (before teaching) (RAI = 0.963), strategies for encouraging the effective learning (RAI = 0.945), 4), and self-reflection (after teaching) (RAI = 0.926). The assessment observational record form of competencies in the specific content knowledge of English student teachers were 100 items of 4 multiple-choice tests. The item difficulty (p) was between 0.26-0.78, item discrimination (r) was between 0.22-0.56, and reliability (Lovett Reliability) was 0.814., and 3. The results of analyzing the Rater Agreement Index of the experts as the assessment framework of competencies in learning management were the test scores of the specific content knowledge of English student teachers after learning higher than the criterion score of 70% at the 0.05 level of significance.