Learning management and classroom assessment competency of teachers according to education reform policy in Thailand: A case study of schools in Chiang Mai education sandbox

Abstract

This research has three objectives in conducting research studies with schools in Chiang Mai Education Sandbox which are (1) to investigate the circumstances, needs, and assessment of the teachers’ competencies in learning and classroom assessment, (2) to create and develop a model of learning management and classroom assessment competency development according to the sandbox concept policy, and (3) to use a model of learning activity and classroom assessment competency development of teachers according to the sandbox concept policy. This research was comprised of administrators, teachers, educational personnel, students, parents, communities, and key stakeholders in 15 schools in Chiang Mai. All schools voluntarily participated. The statistics used in this research were frequency, percentage, mean, standard deviation and content analysis. The results show that the schools had problems in designing learning management innovation and choosing appropriate evaluation and assessment according to the educational institutions context. Teachers needed to develop themselves to solve the problems. The model for teachers’ competencies in learning and classroom assessment according to the sandbox policy was developed on this problem finding and applied. The model consisted of six principle purposes: objectives of the study, processes of the model, roles of stakeholders, efficiency and effectiveness of innovations’ evaluation and assessment, training curriculums, and conditions for success needed to build the promoting of innovation development in ecosystem. The results of the model show that teachers had improved their competencies such as competencies of designing learning management, evaluation and assessment, which correspond to Education Sandbox Act, B.E.2562 (2019).