Results
1. The system of classroom assessment including 4 components: 1) input consisted of major
inputs as the standard-based curriculum based on core curriculum of basic education 2008. The related
people included the teachers, administrators, students, supervisors, and school context, 2) process
consisted of 2 sub-processes: continuous teaching development, and development the measurement and
evaluation model in class by focusing on the power collection through sharing as well as team working of
teachers to cover all of 4 aspects: knowledge, Mathematics Process Skill, thinking, and desirable
characteristic which would be developed to be a model called collaborative assessment pyramid moving
by the approach of authentic assessment, and collaborative action research, 3) product occurred by the
input through the process leading to the product including the system, 4) outcome was a study of caused
by the findings occurred by the practice following the plans in evaluating for the students’ learning as
well as teachers’ teaching in classroom level including: the outcomes occurred with students, teachers,
and school administrators, and 5) feedback was an investigation in each part to be used as guidelines for
improving and developing the system components to be more efficient. According to the above, cold be
shown in figure 3.
2. The findings of evaluation in quality of the system by the experts, found that the developed
system included the utility, feasibility, propriety, and accuracy. The evaluation findings were in “high”
level which could be concluded in table 2. The experts expressed their additional opinion that the system
should focus on the development of Mathematics teachers’ network. The teachers who had been trained
should be leaders in extending to their friends in the same school or other schools so that the practice
outcomes would be seen in broader area.
Results
1. The system of classroom assessment including 4 components: 1) input consisted of major
inputs as the standard-based curriculum based on core curriculum of basic education 2008. The related
people included the teachers, administrators, students, supervisors, and school context, 2) process
consisted of 2 sub-processes: continuous teaching development, and development the measurement and
evaluation model in class by focusing on the power collection through sharing as well as team working of
teachers to cover all of 4 aspects: knowledge, Mathematics Process Skill, thinking, and desirable
characteristic which would be developed to be a model called collaborative assessment pyramid moving
by the approach of authentic assessment, and collaborative action research, 3) product occurred by the
input through the process leading to the product including the system, 4) outcome was a study of caused
by the findings occurred by the practice following the plans in evaluating for the students’ learning as
well as teachers’ teaching in classroom level including: the outcomes occurred with students, teachers,
and school administrators, and 5) feedback was an investigation in each part to be used as guidelines for
improving and developing the system components to be more efficient. According to the above, cold be
shown in figure 3.
2. The findings of evaluation in quality of the system by the experts, found that the developed
system included the utility, feasibility, propriety, and accuracy. The evaluation findings were in “high”
level which could be concluded in table 2. The experts expressed their additional opinion that the system
should focus on the development of Mathematics teachers’ network. The teachers who had been trained
should be leaders in extending to their friends in the same school or other schools so that the practice
outcomes would be seen in broader area.
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