In practice, Thailand faced with the problems in classroom assessment of Mathematics, especially the
assessment of Mathematics thinking and skill. Most of them, 81.50%, emphasized on knowledge measurement
through the test only including: before studying, during studying, and after studying (Junpeng & Chnjunteuk, 2009).
Furthermore, the real situation of studies by Ministry of Education, found that: 1) teachers lacked of knowledge in
assessment, they didn’t have comprehension and skill in classroom assessment, 2) assessment technique, there was
no evaluation indicating educational quality as benchmark, or no concrete assessment model, or clearness, or
transparency, 3) the assessment instrument, the design and construction of instrument couldn’t be performed, there
was no quality instrument, 4) educational standard, the teachers’ assessment wasn’t based on educational standard
or benchmark, there were different interpretations of authentic assessment leading to students’ different standard of
students, 5) there was no unity in rules and regulations, and 6) management, the assessment findings couldn’t be used
for student development truly, there were different standards of instructional management which would cause different
assessments affecting future study, and learning achievement acceptance (Office of Academic and Educational
Standard, 2008a). Those problems reflected that the assessment system wasn’t appropriate with recent Educational
management especially the problems occurred with teachers which were important parts in assessment system as the
most important mechanism for moving the practical outcome, and occurring with students truly.
In practice, Thailand faced with the problems in classroom assessment of Mathematics, especially the
assessment of Mathematics thinking and skill. Most of them, 81.50%, emphasized on knowledge measurement
through the test only including: before studying, during studying, and after studying (Junpeng & Chnjunteuk, 2009).
Furthermore, the real situation of studies by Ministry of Education, found that: 1) teachers lacked of knowledge in
assessment, they didn’t have comprehension and skill in classroom assessment, 2) assessment technique, there was
no evaluation indicating educational quality as benchmark, or no concrete assessment model, or clearness, or
transparency, 3) the assessment instrument, the design and construction of instrument couldn’t be performed, there
was no quality instrument, 4) educational standard, the teachers’ assessment wasn’t based on educational standard
or benchmark, there were different interpretations of authentic assessment leading to students’ different standard of
students, 5) there was no unity in rules and regulations, and 6) management, the assessment findings couldn’t be used
for student development truly, there were different standards of instructional management which would cause different
assessments affecting future study, and learning achievement acceptance (Office of Academic and Educational
Standard, 2008a). Those problems reflected that the assessment system wasn’t appropriate with recent Educational
management especially the problems occurred with teachers which were important parts in assessment system as the
most important mechanism for moving the practical outcome, and occurring with students truly.
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