Method

Procedure
This study was research and development (R & D) which implemented during 4th December
2011 to 1 st August 2012 including the following steps:

Phase 1 :
To inspire one’s thought, accomplish the knowledge and skill focusing on the construction of
higher order knowledge, comprehension, and skill regarding to the assessment for learning
emphasizing the training by using the training program developed by researcher team,
(Tungkasamit and Junpeng, 2011) coaching, and mentoring, taking care and supporting the
small group as well as individual so that they would be able to apply their knowledge and skills
to be effective. The developed training program consisted of 3 modules as figure 1:

Phase 2:
To focus of the changes, this phase aimed for the lecturers to put the recommendations for
changes into practice in their own work units. During the practice, data as well as reference
evidences had to be analyzed, synthesized, and concluded for the practices, problems,
obstacles, and good practice guidelines or factors which would lead to successful changes.

Figure 1. Components of 3 modules in training program.

Phase 3: The Reflection of changes, and recommendations for developmental guidelines. This
phase was the workshop aiming for the lecturers participating in the project to reflect from
practice in real situation as well as sharing their own experience among the participants,
scholars, and experts in order to improve and develop the Knowledge, comprehension, and
concept in assessment for learning, skill for constructing and developing the instrument,
awareness, and value of
Module 2 The design of assessment for learning
Module 3 The practice training in constructing the instrument of
Module 1 The approach of assessment for learning guidelines in assessment for learning to be
more efficient and effective leading to students’ quality development. In addition, the findings
of implementation into recommendations for successful factors, and good practice guidelines,
were concluded.
According to the above, the research implementation phases were concluded in figure 2.
Figure 2. Framework of implementation in teacher development of the assessment for learning
3.2 Target Group
The target group of this study consisted of Khon Kaen University lecturers with work
experience from 3
years up, or participation in New Instructor Training Program or higher education instructor,
total of 45 persons,
from 19 faculties.
3.3 Instruments
For knowledge and skills, was considered from the Cognitive Test
of Evaluation in Students’ Learning
Achievement, as the essay test focusing on the authentic assessment
developed by the researcher team. For the skill
in planning for designing, and constructing the instrument for assessment as the analy
tic scoring rubrics, and
Un-structured Interview Form, and Self-Evaluation of the lecturers participating in the project.
The Instruments were
investigated by content validity considering from
item-objective congruence
(IOC). The analysis congruence was
analyzed by the experts in measurement and evaluation, and the experts in RBL. The quality
of the instruments
based on content validity from IOC included the values from
0.8 up. For the items with low value, it would be
improved and corrected to be appropriate based on the experts’ suggestion.
3.4 Data Analysis
For knowledge and skills from the test as well as the skill for planning the design, and
constructing the
instruments from the skills evaluation, they were analyzed by using the frequency, percentage,
and mean. For
qualitative data from the interview, and the self-evaluation of the lecturers participating in the
project, the content
analysis was administered.
Inspiring one’s
thought,
achieving
knowledge
Focusing
on
the changes
Reflection of
changes,
presenting the
guidelines
1
2
3
Knowledge
constructing
Learning from
good practice.
Direct experience
Training
Coaching
Mentoring
Presenting the
practice findings
Analysis,
synthesis, and
conclusions
Conclusions of
good practice
guidelines
Workshop