European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.293219
DEVELOPING THE EVALUATION MODEL
THROUGH LEARNING MANAGEMENT INTEGRATING UNIFIED
INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS
UNDER OFFICE OF THE BASIC EDUCATION COMMISSION (OBEC)
Ronnachai Srisuthunyavong1i,
Piyatida Punya2,
Nuttachai Juntachum3
1,2,3
Research and Evaluation Program, Faculty of Education
Rajabhat Maha Sarakham University, Maha Sarakham, Thailand, 44000
Abstract:
The aim of this research study was to develop the evaluation model (EM) through
learning management integrating unified instructions (LMIUI) of the Basic Educational
Teachers under Office of the Basic Education Commission (OBEC) with the research
and development process. To have integrated with the texts, documents, reports,
research articles, and a database of three professional education experts was
interviewed. The draft evaluation form to verify the suitability and feasibility of this
evaluating draft form with nine qualified experts using a technique based on a
specialized symposium (Connoisseurship). The EM model estimates to trial in 13 basic
schools under the Roi-Et Primary Educational Service Area Office 1. The EM model was
assessed with the feasibility of appropriate dimensions for accuracy and usefulness by
the board of evaluators was involved in determining the concurrent validity forms of
assessment and evaluation form that the dimensions of the possibility of reasonable
involved in the trial EM form. The results of this research have found that: the factors
of the EM model through the LMIMU should contain four components. The first
component includes the preparation teaching has six indicator components, the second
on the learning process has three components above 10 indicate, the third element of the
learning media has four indicators, and the fourth components on the measurement
and evaluation of learning contained 10 indicate were developed. In terms of the
evaluation of the EM model, the components include the rationale for the assessment,
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
383
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
the goal of the assessment, the evaluation focused on components and indicators.
The process and method of evaluation consists of four phases: preparatory assessment,
the evaluation process and the conclusion of the assessment report, evaluation criteria
was an absolute criterion by fixing a percentage of the guide contains the descriptions
and application quality, evaluator sources, the evaluating instrument, collected data,
data analysis, and the evaluation summary report were appropriate and the possibility
as high level. The concurrent validity of the LMIUI instructional teachers, it has found
that the overall of training academic teachers rating was higher than the teachers who
had not been trained that evidence of statistical significance at 0.01 levels, differently.
The perceptions for involving evaluation groups in the overall trial of the EM model
were individual components at a high level. The overall results of the EM model with
the LMIMI instruction indicated the possibility of reasonable accuracy and usefulness at
a high level, significantly.
Keywords: development, the evaluation model, learning management, integrating
unified instructions
1. Introduction
The Education Act BE 2542, as amended (No. 2) Act BE 2545, the Article 4 mentions;
education is a learning process, to the growth of individuals and society, the knowledge
transfer training workshops cultural heritage and invention, the academic progress for
creating knowledge is arising from the social environment of learning and other factors
contribute to individual learning continues throughout life. The Article 6 mentions; the
principles of education must be to develop Thai people, as well as a complete human
body, mind, intellect, knowledge, ethics and culture to life can co-exist happily with
others. The Article 22 mentions; defines the guidelines for the management of education
that it must be based on the principle that all learners are able to learn and develop
themselves. It is considered the most important lessons that teachers and education
managers must change the role of a guide. The transfer of knowledge to promote and
assist learners in acquiring knowledge from the media and learning resources, and
provide accurate information to learners to put them to use their knowledge creatively
(Office for Standards and Quality Assessment BE 2010: 2-5).
Learning management is a critical process in the course curriculum into practice
with the Core Basic Education Act BE 2551 is, of course, a learning standard that
indicators of learner performance. The desirable characteristics are important
destinations for the development of children and youth. The lesson to be learned that
according to the learning standards and indicators of their performance and desirable
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
384
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
characteristics as defined in the core curriculum of the Basic Education Act BE 2551. The
principle that learning is most important that it believes that everyone has the ability to
learn and develop themselves. The benefit to the learners’ process of their learning to
encourage them for developing their full potential and natural. Regardless of the
differences between individuals and brain development both stressed the importance of
learning, knowledge, and integrity. Teachers need to select the learning process were
designed to comply with the potential and contextual learning of the learners. To
determine the role of the teacher and the learner for using a variety of learning
materials and the design and evaluation to develop the learners to meet learning
standards in eight subject groups are contributed to the development of competencies
of the learners and desirable’s behaviors (The Academic and Educational Standards
Office. 2009: 1)
The Core Curriculum for Basic Education Act BE 2551 specified that in learning
process will require a rich learning. As a tool to develop the learners into the program
goals. The teacher must know and understand the concept to their learning
management and the effects on the learners who are learning to facilitate the
development of their coursework to their integrated learning process. The learning
content management, learning a coherent set of learning activities to help the learners
knowledge, understanding in a way that is holistic and knowledge, understanding
application in daily life, and integrating learning management. There are many
variations depending on suitability and the suitability of the learners toward their and
learning. (Academic and educational standards. 2009: 12)
The process of the unit integrated into practice in the classroom is bought with
learning management to help learners who meet and set a course to make learning
effectively in developing learners. Teachers must have a deep understanding of the
principles and concepts related to the focus on learning core curriculum of Basic
Education Act BE 2551, which is of course a learning standards and indicators,
performance of learners, and desirable as a goal of developing the learners, the
integration of learning management, the learning process in relation to the subject,
and/or between a group learning. The goal is to improve the quality of learning in each
group learning areas such as; knowledge, ideas, skills/experience, and the performance
of learners to improve the desirable characteristics as a whole to be enlightened know
what studies can be applied in real life. Teachers need to learn a variety of processes,
applied learning with the technical or management know-appropriate learning
standards and indicators in content and potential of the learners. Focusing on giving the
learners study and learn on their own to share with friends in the group to help the
learners achieve learning goals, the unit is so integrated learning management must
take into learners’ center, to provide a consistent experience to take them into account
the differences between individuals awareness of values and ethics that must be pretty
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
385
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
good. Learners ought to develop the critical 21st skills, including life and career skills,
learning and innovation skills to their information, media and technology skills of their
learning to adapt to the ASEAN (Asian Community).
In terms of the developing learners as a paradigm to learn consists of five steps
in the development of the group: learning to question, learning to seek information,
learning to build knowledge, learning to communicate, and learning to serve society.
Classroom learning environments should be encouraged learning to think that are right
to their age-appropriate. The learners worked in groups with their interactions to their
cognitive self and their exchange of learning each other in order to have their learning.
In addition, the event learning is the key to helping learners achieve the program goals
and truly integration achievements. Assigning learning activities that help develop
learners should look like this: to relate closely linked to learning standards and metrics
is the goal of learning, to help build knowledge and skills. To develop the learners into
learning standards set, to encourage the learners to participate in learning, to encourage
the learners to develop thinking skills for taking into account the differences between
individuals of the learners, to learn with self-knowledge and activities that allow them
to build a portfolio or workload can be assessed. (The Academic and Educational
Standards, 2013: 15-16).
Historical background of the integration learning was a focus of many religious
institutions of higher education. The broad concept encompasses the idea that the
Christian worldview, faith, and practices of the learner should be deeply connected to
the learning experience. That said, different educators build their own visions of
education onto the concept, what some call conceptions of faith-learning integration
(Dockery, 2000). The integration learning management is managed by a teacher who
must use assessment and evaluation methods, the reflective quality of the learner
learning standards and indicators of their moral and conducted concurrently in the
process of learning. In order to collect the data that needs to measure and evaluate the
learners on every side on the two basic principles, such as; the assessment is to develop,
to determine learner outcomes, to improve the quality of learning will achieve the
learners. Learners need to be developed and evaluated learning to achieve the learning
standards and indicators. The reflecting the performance of learners and their desirable
is the goal of the development of the learners that the basic principle of such
assessments. Assessment to develop learners (Formative Evaluation) to monitor the
learning progress of students to bring development to meet learning standards and
indicators can also be used as a developmental learning by teachers. This should be
done in parallel with the regular curriculum, therefore, regularly and use a variety of
assessment methods. The teachers are able to measure and evaluate. Learning based on
indicators in the subject area of their responsibility for the learning activities listed to
choose and evaluate appropriate and consistent with the work/tasks. The requiring
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
386
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
learners to follow learning activities to save evaluation and assessment to improve
students' individual potential in group or a classroom by learning standards and
indicators specified of an evaluation should use quality learning instruments.
Integration of unit learning can be implemented as the first two cases, the
evaluation unit to integrate all learning and covers all standard learning and indicators,
and the second measurement and evaluation unit to integrate some of the issues, some
learning standards and indicators. The Bureau of Standards Education (2013) establish
guidelines to improve the quality of teaching and learning, and preparing students to
enter the world of the 21st century and assigned the Office of the Basic Education.
Guidelines learning management integration, unified management focus on planning
activities for mutual learning of teachers in the same class as a system for guiding of
teachers and staff involved in its implementation in order to reduce the content,
redundancy, and workload of teachers, the burden of homework of course. The
maintaining the quality in terms of knowledge and the time to do activities outside the
classroom to gain more experience on increase. The process is aimed at teachers,
especially teachers in the same grade level to plan together to analyze the course,
determining the orientation of the learning process, measurement and evaluation to
determine the quality of the students have covered all the issues. As well as monitoring
and providing workload and work properly on a daily basis this marks a change
management learning that will take place concretely.
In fact, human life is integrated. Life is not fragmented; the education of the
study is modular fragmentation, which is clearly visible in the school system. Both
primary and secondary students who are learning the course and there is no
relationship between study as a result, the students have to memorize the contents and
learn different skills dissociation can’t link what they learn in various subjects that
make or do things modular throughout students to think critically enough thought. The
idea of synthetic always associate the knowledge that have learned is not able to apply
the knowledge in various disciplines to integrate in order to have a complete
knowledge of the work was used of living. Learning is not related to the reality of life
and learners confuse knowledge with students from the school of life. The issue for the
management of basic education quality for students can develop and achieve program
goals and be able to solve the problem of education as a separate subject has had a
policy of only providing education curriculum integrating unified. (The Office of
Academic and Educational Standards. 2013: 1)
The learning management integrating unified instruction is a important learning
process to deal with the links courses to the curriculum, measurement and evaluation
comprehensive, knowledge, ideas, skills and experience with a variety of meanings
relationships and a holistic the enlightened know that correspond to the realities of life
and to reform education in the second decade (BE 2552-2561), whose goal is to solve the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
387
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
problems arising from the use of the core curriculum studies for the basic edition is
used every year that including the duplication of the content taught separately and the
burden of redundant tasks, such as; homework and take classes to suit the development
of learners at different ages, a burden to the students who are as well as opening a new
dimension of learning aimed at developing students to know never stop on their
learning. The analysis process and self-knowledge that can be applied to achieve a
lasting learning. The skills required in the world in the 21st century, where the above
principles is important to solve the problem of overlapping learning content of each
subject. It complements the focus on improving the quality of the students to clear up of
their reduced workload, such as homework and the opportunity to do more learning
outside the classroom that it right to development by age (The Office of Academic and
Educational Standards. 2013: 1).
According to the Education Act BE 2542, as mentioned in the introduction and
currently there was no concept, clear guidelines on the dimensions of the assessment,
learning management, integrating unified. The teacher said it was not found to have
some form of assessment, learning management integration, a full range of teachers,
which is developing guides to assess learning integration services. The teachers who
will bring benefits the value in the center of the concept and the formal evaluation of
learning management, integrated unified was evaluated. Teachers used to describe the
nature of the assessment, learning management integration, a full range of teachers and
guidelines for evaluating the appropriate context in which to study. The expansion and
development of knowledge about assessment, learning management, integrated unified
in such cases. If the assessment is a process to gather and use the information to
improve decision-making in education. Research to obtain a form to assess learning
management integration, a full range of teachers. It is used as a educational instrument
of the national education has done, in addition to the knowledge of the science of
assessment, all the reasons mentioned as above is the motive for the researchers to
develop guidelines to assess the developing the evaluation model through learning
management integrating unified instructions of the Basic Educational Teachers under
Office of the Basic Education Commission (OBEC). The information from the EM to the
development process and improve learning management integration, a full range of
teachers in the basic education under the Office of Basic Education have been changed
of the quality even further.
2. Methodology
Learning Management is our fully-integrated learning management system that offers
teachers and students a powerful solution that enhances blended learning programs,
flipped classroom instruction, and 1:1 device programs. Teachers and students can
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
388
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
learn and collaborate in a familiar social environment; seamless integration brings the
grade book, report card, and the LMS together, no need for a clunky sync process or
dual entry of grades and data across multiple platforms, and organizes class content
into units and topics that include announcements, assignments, discussion threads,
quizzes, tests, and more. In this research study was to develope the evaluation model
through learning management integrating unified instructions of the Basic Educational
Teachers under Office of the Basic Education Commission (OBEC) was administered
methodology that following is belows.
2.1 Research Aims
1. To investigate and analyze the composition of indicators to evaluate learning the
evaluation model through learning management integrating unified instructions
(LMIUI) of the Basic Educational Teachers under Office of the Basic Education
Commission (OBEC)
2. To establish and develop a evaluation model for evaluating through learning
management integrating unified instructions (LMIUI) of the Basic Educational
Teachers under Office of the Basic Education Commission (OBEC).
3. To assess the EM model using the (LMIUI) process of learning management
integration under the OBEC.
4. To evaluate guidelines to assess of the EM model with the (LMIUI) process
under the OBEC
2.2 Research Limitations
Researcher team conducted the research methodology with the research and
development (R & D), divided into four phases.
2.2.1 The First Phase: Component of Research Limitation
To examine and analysis of indicators evaluating learning management, integrated
unified instructions of the Basic Educational Teachers under Office of the Basic
Education Commission (OBEC) with the scoping research limitation was folloed as:
A. Data Source Limitation
Using the source limitation in this phase included of the professional experts who were
learning management integrating unified instructions of the Basic Educational Teachers
under the OBEC
B. Content Limitation
The contents of this study were composed of the theoretical concepts and content, the
documents and related research, framing ideas about assessment of learning, which
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
389
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
management integrating unified instructions of the Basic Educational Teachers under
the OBEC.
C. Variable Limitation
Variable limitation included in the model to evaluate the indicator in evaluating
learning management, integrated unified instructions of the Basic Educational Teachers
under the OBEC.
2.2.2 The Second Phase: The Creating and Developing Evaluation Model (EM)
This phase was created and developed the EM model to assess learning management
integrating unified instructions of the Basic Educational Teachers under the OBEC. The
scope of the research was followed as:
A. Data Source Limitation
Data sources used in this research phase, researchers have defined the resources to
create and develop a model for evaluating learning management integrating unified
instructions which consisted of 9 symposium based experts with the connoisseurship of
luminaries.
B. Content Limitation
The contents of this study were to evaluate the components of the EM model consisted
of six principles and goals that aim to evaluate the process and method of evaluation,
evaluation criteria, the adoption, and the results to determine the appropriateness and
feasibility that followed in the first phase and brought to trial in a real situation.
C. Variable Limitation
Variables include the terms of experts’ perceptions of the EM modeling form to their
confirming the appropriateness and possibility components of quality indicators to
evaluate learning management integration.
2.2.3 The Third Phase: To Trial the Evaluation Model
The section was to trial evaluation model of the LMIUI under the OBEC, the scope of
the research study followed as:
A. Data Source Limitation
Using the data sources were selected the volunteer (Volunteer Sampling) amounted to
two groups that composed of the recipient of the assessment, and the board of
assessors. Administrations with the sample size of recipients were divided into two
groups that consisted of 13 teachers in 13 schools in each group. The first group was
trained for teaching with the EM model; the second group has never trained with the
EM model for teaching of the (LMIUI) process. In terms of the evaluator team were
estimated of 52 evaluators including with of 13 school administrators from 13 schools,
13 teachers from 13 schools, 13 teachers whose status as the first group, and 13 teachers
whose status as the second group from 13 schools were selected.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
390
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
B. Content Limitation
The contents of this study were the concurrent validity forms of evaluation. Testing the
differences of scores between teachers’ outcomes in two groups with the Mann-Whitney
U test was compared. The results, the mean score in the first group were higher than the
second group, significantly.
D. Variable Limitation
The variables included the term of the independent variables that included of teachers,
curriculum integration, the EM model, and the LMIUI under the OBEC.
2.3.4 The Fourth Phase: Assessing the EM Model
The fourth assessing the EM model to evaluate of the LMIUI under the OBEC that
foloowed as:
A. Data Source Limitation
Data sources were examined to trial the EM model that including 52 involving sample
of school administrators, trained teachers, non-trained teachers, and teachers friends
whose sample size of 13 personnel in 13 school of the LMIUI under the OBEC.
B. Content Limitation
The contents of this study were to determine the effectiveness of the EM model through
the LMIUI under the OBEC with the integrity of the components of the EM model, the
great feature of the assessment form, which compliance assessed of four aspects; such
as; the utility for possibility, the feasibility of appropriate (propriety) and accuracy
(Accuracy) by a panel of evaluators.
C. Variable Limitation
The variables included with the experts’ perceptions in four aspects, namely; the Utility,
the Feasibility, the Propriety, and Accuracy for the LMIUI under the OBEC of the EM
model.
2.3 Research Procedures
To minister of the research procedure was divided into four stages that contained with
the first phase was integated and analysis of indicators to assess learning for the LMIUI
under the OBEC of the EM model for in order to assess the indicator component. The
second phase was created and developed for the LMIUI under the OBEC of the EM
model. The third phase was assessed the EM model through the for the LMIUI under
the OBEC. The fourth phase was evaluated the EM model through the for the LMIUI
under the OBEC. EM model through the LMIUI under the OBEC were associated.
2.4 Research Instruments
Characteristics of the research instruments included with the Structured Interviews, the
Appropriability and Feasibility Assessment, and the Recording Repertoire Model.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
391
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
A. The Structured Interviews (SI)
The Structured Interviews (SI) was qualified for interviewing the profestional experts to
obtain information about the EM model through the LMIUI under the OBEC on the
learning management, the indicator learning management, and the criteria for
evaluating learning management. The experts were to consider the consistency of
content; the index was calculated in accordance IOC (Index of Item Objective
Congruence) as its concept of Rovinelli and Hambleton (2015) has indicated that the
consistency index of item as ranged from 0.60 to 1.00.
The Appropriability and Feasibility Assessment (AFA)
The Appropriability and Feasibility Assessment (AFA) was designed to evaluate on the
draft format assessment of the indicators and evaluation criteria. It is a query the closed
end of the five-level scale.
The Recording Repertoire Model (RRM)
The Recording Repertoire Model (RRM) was a comment section with the critiques of the
experts on the composition of indicators and evaluation criteria. At the meeting, the
symposium based experts (Connoisseurship) were recorded of the repertoire to
comment section.
2.5 Sample
The sample size was selected with the volunteer sampling techique in two groups,
which sample consised of 13 trained teachers and 13 non traind teachers groups from 13
schools; experts’ perceptions of 9 evaluators and recipientors; the evaluator team
consisted of 52 school directors, the academic teachers, teachers, and teacher colleques
who set of each team ar 13 personnel from 13 schools; and the board of evaluators who
were selected from the Roi-Et Primary Educational Service Area Office 1 under the
OBEC.
2.6 Data analysis
The experts’ perceptions were obtained using the Medium Mdn , Interquartile Range
(IQR), Percenage, Means, and Standard Deviation were analysed with the
connoisseurships.
2.7 Data Collection
Data collections were composed with the profestional expert interviews of the
connoisseurship, administrative cooperation, explain and detail to the volunteer
sampling group, and to lead letter inviting school administrators and the board of
assessors for meeting were administered.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
392
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
3. Results
The aims of research study were to develop the evaluation model (EM) through
learning management integrating unified instructions (LMIUI) of the Basic Educational
Teachers under Office of the Basic Education Commission (OBEC) to administer into
four phases; to investigate and analysis of indicators to assess learning, to create and
develop a EM model for evaluating the LMIUI, to assess the EM model using the
LMIUI, and to evaluate the EM model through form to assess learning integration
services. The results of these research findings have found that:
The evaluation of the development the EM model through learning management
integrating unified instructions (LMIUI) of the Basic Educational Teachers under Office
of the Basic Education Commission (OBEC) to assess of the earning Management
integration services of teachers in schools should contain four components indicated
that teachers’ preparing to teach in sixth indicators, the learning process with ten
indicators, the learning medias and innovations obtained of four indicators, and
assessment and evaluation contained as ten indicators, respectively.
The Formats of the EM through the LMIUI for the Basic Educational teachers
under the OBEC included of the rationale for the assessment, the goal of the evaluation,
focused on the evaluation target (components and indicators). In terms of the
evaluation process and method consisted of four steps: preparatory assessment, the
evaluation process, the conclusion of the assessment, and reporting evaluation
summary steps. The evaluation criteria was an absolute criteria by fixing a percentage.
The evaluating guidelines contained of the descriptions and application quality,
and the evaluators. Statistically significant was evaluated of the evaluating instruments,
data collection, data analysis, and the evaluation summary report are appropriate and
the possibility is high level, evidently.
In terms of the quality of the EM through the LMIUI for the Basic Educational
teachers under the OBEC, it has found that, the validity (Concurrent Validity) with the
average mean scores of the trained teachers was higher than the non trained teachers
groups and when comparisons between of two groups that were differentiated
significantly at level of 0.01. The perceptions of the volunteer sampling groups were
associated with the trial the EM model were commented that the components and
indicators on overall and individual components also found at a high level,
interestingly.
Focused on the implementations of learning process with the EM model through
the LMIUI for the Basic Educational teachers under the OBEC on the possibility,
appropriability, accuracy, and usefulness scales were reasonable at a high level all on
four scales. The perceptions of involving groups who were the trial evaluators were
guided that the developing the evaluation model through learning management
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
393
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
integrating unified instructions of the Basic Educational Teachers under Office of the
Basic Education Commission (OBEC) are provided and evidence of high level,
responsibility.
4. Discussions
The researcher team was reported to the discussion frame for debate by presenting that
following as: the results of the analysis and synthesis of the components of the EM
model through the LMIUI for the Basic Educational teachers under the OBEC, the
creating a guide for assessing and evaluating learning management integration, the
results of the trial of the EM model, and the results of the evaluation formats of the EM
model.
The evaluation of the development the EM model through learning management
integrating unified instructions (LMIUI) of the Basic Educational Teachers under Office
of the Basic Education Commission (OBEC) to assess of the earning Management
integration services of teachers in schools should contain four components indicated
that teachers’ preparing to teach in sixth indicators, the learning process with ten
indicators, the learning medias and innovations obtained of four indicators, and
assessment and evaluation contained as ten indicators, respectively that results are in
line with the policy of the Ministry of Education in educational reform in the second
decade (2552-2561 BE), the concept of education is important, a good teacher must have
the ability to manage learning effectively requires working concept systems, which
includes the processes and productivity. The clear frameworks for the integration of
learning management are emphasized (Office of Basic Education. 2009: 5-6) and Kiddee
(2004: 166-169) who reported that the indicators of teaching the learners were
comprised of four major components, such as; learning environment, learning factor
introduction, learning process, and learning productivity.
The Formats of the EM through the LMIUI for the Basic Educational teachers
under the OBEC included of the rationale for the assessment, the goal of the evaluation,
focused on the evaluation target (components and indicators). In terms of the
evaluation process and method consisted of four steps: preparatory assessment, the
evaluation process, the conclusion of the assessment, and reporting evaluation
summary steps. The evaluation criteria was an absolute criteria by fixing a percentage.
The evaluating guidelines contained of the descriptions and application quality, and the
evaluators. Statistically significant was evaluated of the evaluating instruments, data
collection, data analysis, and the evaluation summary report are appropriate and the
possibility is high level. These components and indicators to evaluate the suitable
comprehensive and possible adoption assessment, learning management in a real
situation which in reality teachers who often do not have the opportunity to be
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
394
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
evaluated. There is no role or involvement in the indicator, not have enlist in the
performance of their own. This responsibility for the indicator with the benchmarks’
relationships to the teacher who often instruct a group of qualified professionals or
academic supervisors. Mostly from higher education institutions, the lead indicators
and quality criteria defined may not be consistent with the teacher practice (Vongvanij.
2001: 17), this research was designed to determine the suitability and feasibility of the
components and indicators for evaluating learning management integrated unified
states.
Requiring teachers to become specialists in the comments section for improving
indicators and criteria to be appropriate and possible acceptance of the application in
real life situations to determine the weight of the components in the assessment.
Profesional experts have to focus on the process of learning the most of the important
weight of 35%, followed as the yield learning factors, the concept of learning, and the
creation of partnership networks to learn. The weight of equal importance, 30%, 20%,
10% and 5%, respectively, indicating the views of experts, which is the study of
measurement and evaluation and the learning management integration services to
consider that the learning process is paramount. Reflect that teachers are individuals
who play a role in learning according to Horwitz and et., al (2009: 1) that the success of
the students in the class. The strategy relies on education of teachers that the policy and
promotion continued according to the Office of the Basic Education (2011: 5) that the
education of the country that aim to excellence in management education in Thailand to
develop the quality required to compete with other countries. The teacher is the most
important factor, teachers must have the ability to manage the course. How can
development activities?, as well as materials used in teaching to achieve the standard of
teaching and learning of students’ knowledge can continue to learn effectively.
In terms of the quality of the EM through the LMIUI for the Basic Educational
teachers under the OBEC, it has found that, the validity (Concurrent Validity) with the
average mean scores of the trained teachers was higher than the non-trained teachers
groups and when comparisons between of two groups that were differentiated
significantly at level of 0.01. The perceptions of the volunteer sampling groups were
associated with the trial the EM model were commented that the components and
indicators on overall and individual components also found at a high level,
interestingly.
In terms of the quality of the trial of the EM through the LMIUI for the Basic
Educational teachers under the OBEC, it has found that, the validity (Concurrent
Validity) with the average mean scores of the trained teachers was higher than the nontrained teachers groups and when comparisons between of two groups that were
differentiated significantly at level of 0.01. The perceptions of the volunteer sampling
groups were associated with the trial the EM model were commented that the
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
395
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
components and indicators on overall and individual components also found at a high
level, interestingly. These found that this form of assessment was developed to provide
results that correspond to the reality. The group can’t be appearance of validity
(Concurrent Validity). The validity of this condition is to examine the construct validity
(Construct Validity), sometimes called the theory signify the educational tools that can
be measured or storage characteristics (Buason, 2008: 128-129), reported that the
evaluation model through learning management integrating unified instructions of the
Basic Educational Teachers under Office of the Basic Education Commission (OBEC)
was developed a direct or efficient implementation. This development has created a
very powerful concept to support the theory. Using a variety of techniques and passed
the quality check by expert groups. They were assessed with reasonable accuracy;
coverage is acceptable that can be used to assess learning integration services of the
LMIUI, correctly.
The implementations of learning process with the EM model through the LMIUI
for the Basic Educational teachers under the OBEC on the possibility, appropriability,
accuracy, and usefulness scales were reasonable at a high level all on four scales. The
perceptions of involving groups who were the trial evaluators were guided that the
developing the evaluation model through learning management integrating unified
instructions of the Basic Educational Teachers under Office of the Basic Education
Commission (OBEC) are provided and evidence of high level, responsibility. This is
because the researcher team was conducted to provide stakeholders with an
understanding of the principles and details about the correct valuation model. That
assessment to improve the quality of learning management integrated unified for the
Basic Educational teachers under the OBEC with the critical evaluation model that it
was developed by the researchers has created an efficient manner. Through the review
process to determine the suitability of an expert in cognitive assessment and learning
management solutions of teachers in the basic education. The rate used for each element
by weight, the importance of each element varies accordingly. As well as methods and
tools to collect the appropriate information on each element. The evaluation criteria are
appropriate admittedly cause reliability to evaluate addition to developing models to
assess the time the research was conducted by the research and development process.
This was the method used in the research process and ensure the quality of products to
ensure that the product was created to put into practical purposes (Buason, 2009: 94), so
the development of an evaluation model to assess learning integration services through
learning management integrating unified instructions of the Basic Educational teachers
under Office of the Basic Education Commission (OBEC) with the research and
development process, it was formed to evaluate on the possibility, appropriability,
accuracy, and usefulness scales to be recognized, relevantly.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
396
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
5. Suggestions
1. Implementation of teacher evaluation is feeling fine. Therefore, the researcher
should consult the manual thoroughly assessed, understanding evaluation guide
synchronization that shouls be followed as the procedures specified in the
manual seriously throughout the reviews. The assessment results are accepted by
all parties, which can be used for evaluation and professional development for
teachers to effectively further.
2. Using the leadership evaluation model to evaluate the students in basic
education to be effective should have the skills to assess students before
proceeding to assess the real situation.
3. Teachers should be evaluated for use in their own development. The details of
the assessment, the elements and indicator below the threshold with a low
rating. The analysis of the causes and solutions to improve the development and
learning management integrating unified instructions integrating unified
instructions that it is reflected more quality, increasingly.
4. The agency responsible for learning management, integrated unified instructions
of the Basic Educational teachers under Office of the Basic Education
Commission (OBEC). There should be an assessment of the implementation of
the model. The results were analyzed of the strategy development and training
to fulfill the potential of teachers to become teachers in the future.
5. The important evaluation conditions to use the model to evaluate the efficiency
and effectiveness should have: school administrators must have a clear policy on
the use of assessment tools in development, learning management, integrated
unified instructions of the Basic Educational teachers under Office of the Basic
Education Commission (OBEC). This means the assessment is not hidden
agenda, as a result of living conditions for the feat is promoted, etc. The feat
should be promoted as having no political assessment (Politics of Evaluation) or
to create a good image for its units. Evaluation is a tool that can be used in the
administration did not actually see the results of the assessment goals.
Assessment is an assessment needs to be a good friend with a great desire for
each other, a mutual acceptance, the goal or realize mutual benefits.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
397
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
References
1. Academic and Educational Standards. (2009). Approach to learning according to
the core curriculum basic education act BE 2551. The technical and educational
standards. Board of Education Database.
2. Academic and Educational Standards. (2013). The learning management,
integrated unified. Revised edition. Bangkok: Academic and educational
Standards. Office of the Basic Education.
3. Buason, R. (2006). Project: Assessment research. 2nd edition. Bangkok: A reed
Grammy.
4. Dockery, D. (2000). Integrating faith & learning in higher education. (Speech).
The Research Institute of the Ethics & Religious Liberty Commission. Fall
Meeting, September 20, 2000
5. Stufflebeam, D. L. and A.J. Shinkfield, A. J. (2008). Evaluation Theory. Models
and Applications. San Francisco: Jossey-Bass.
6. Ministry of Education. (2010). The activities of the group as a core curriculum of
Basic Education Act BE 2551. 2. Type II: A gathering of Agriculture and
Cooperatives of Thailand.
7. Nevo, D. (1983). The conceptualization of educational evaluation: An Analytical
Review of the Literature. Review of Education Research. 53: pp. 117-128,
8. Stufflebeam, D. L. and A.J. Shinkfield, A. J. (2008). Evaluation Theory. Models
and Applications. San Francisco: Jossey-Bass.
9. The Bureau of Educational Testing Service. (2011). Guidelines for assessing the
quality of education. Fundamental to ensuring the quality of the education.
Commission Basic Education, Ministry of Education.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
398
Ronnachai Srisuthunyavong, Piyatida Punya, Nuttachai Juntachum
DEVELOPING THE EVALUATION MODEL THROUGH LEARNING MANAGEMENT INTEGRATING
UNIFIED INSTRUCTIONS OF THE BASIC EDUCATIONAL TEACHERS UNDER OFFICE OF
THE BASIC EDUCATION COMMISSION (OBEC)
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
399
Open Access Publishing Group