This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.

<p>The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.</p>

In practice, Thailand has experience of learning in classroom, especially the measurement and evaluation on mathematical thinking, skills and processes. Concerning the development of system of measurement and evaluation in the past, although there were some researches which gave importance on the development of models for measuring and evaluating students' learning, those models always emphasized on the contexts that were not at fundamental academic level, or if there were some researches which did so, they frequently created the holistic pictures of the model for every subject, not specifically for mathematics which were different from other subjects. Furthermore, the model sometimes did not correlate with the standards set in the Basic Education Core Curriculum 2008. Hence, it is a challenge for Thailand to solve this problem. The learner should acquire full development in all aspects: knowledge, mathematical skills and processes, and desirable. Therefore, the objectives of the study were to: 1) develop a mathematics classroom assessment model for the demonstration schools of the Office of Higher Education Commission, and 2) investigate the quality of the model according to its utility, feasibility, propriety, and accuracy with the effects. The outcome from these three groups of people (students, teachers, and administrators). This study was an exploration research using a questionnaire that was corrected and checked by the experts. The data were collected from 120 teachers at 14 schools who were teaching at secondary level and were working under the jurisdiction of the Office of Higher Education. The model for measuring and evaluating students' learning was called a collaborative pyramid assessment, consisting of 4 dimensions of assessment: 1) collaborative plan assessment, 2) collaborative gather evidence, 3) collaborative interpret evidence, and 4) collaborative use results. There were four operational steps within each dimension: 1) knowledge, 2) thinking, 3) mathematical skills and processes, and 4) desirable attribute. The results from the implementations of this model provided ways for demonstration school teachers to do measurement and evaluation in the mathematics classroom appropriately.

The purpose of this research was to assess the progress of mathematical problem solving skills of students at Bannamphrae School in Chiang Mai in which the Open Approach was employed for class management. This research study was a quantitative research. The scope of the study included 23 fifth-grade students at Bannamphrae School in Chiang Mai, who had been selected through the purposive random sampling from the population covering 520 students in total. All of the students were in the fifth to sixth grades and were from 18 schools nationwide, which were participating in the Project on Advanced-Thinking Skills Development on Mathematics in the Northeast. The instrument used in the study was the mathematics problem solving test, which was comprised of 6 main items and 9 minor items. The data was analyzed via Conquest 2.0 software to discover the progress of their mathematical problem solving abilities through the developed framework of learning progress including 4 levels ranging from 0 to 3. The research revealed that the students at Bannamphrae School had shown different levels of progress with respect to mathematics problem solving as follows: 10 students were at Level 0 (Need Improvement), 6 students at Level 1 (Fair), 2 students at Level 2 (Good), and 6 students were at Level 3 (Very Good).

The purposes of this study are to investigate the competences of English teachers in Thailand and propose the teaching competence enhancement approach to meet the needs of 21st century English teachers for STEM track school. The documentary study was used as methodology in this study. The findings of this study demonstrated that the activity-based teaching allows students to practice communication skills effectively. Furthermore, English teacher’s competences to develop students’ English learning can be implemented by using five-step communicative teaching approach, including warm up, presentation, practice, production, and wrap up.

The research procedures in the study of the needs assessment of internal supervision of secondary school teachers in the department sciences and mathematics of Khon Kaen University Demonstration School (Suksasat) consisted of three following steps: 1) to identify the concept to study the actual and desired model of internal supervision in six dimensions; including (i) internal supervision planning, (ii) direct support for teachers, (iii) group-working skill development, (iv) professional development, (v) curriculum development, and (vi) learning assessment and evaluation, 2) to investigate the actual and desired model of internal supervision of secondary school teachers in the department sciences and mathematics of Khon Kaen University Demonstration School (Suksasat) in all dimensions. The result showed that the overall actual internal supervision was in a high level ( X ¯ = 3 . 6 4 , S.D. = 1.09) while the desired internal supervision was in a strongly high level ( X ¯ = 4 . 7 8 , S.D. = 0.49). Therefore, the needs assessment of internal supervision of secondary school teachers of Khon Kaen University Demonstration School (Suksasat) in all dimensions. The results indicated that the participants need internal supervision with the between 0.29 and 0.34, and with the overall of 0.30. The was found at the highest (0.34) when the direct support for teachers was independently considered.