scholarly journals Development of Online Student Assessment System: Thailand’s Office of the Basic Education Commission Standardized Tests

2019 ◽  
Author(s):  
Sasithorn Chutinuntakul ◽  
Prathana Phonapichat
Keyword(s):  
Standardized Tests ◽  
Basic Education ◽  
Student Assessment ◽  
Assessment System ◽  
Online Student ◽  
Education Commission

Applying the Prototype Model into the Electronic Reporting System for the Elementary School Student Base on Android

2021 ◽  
Vol 2 (1) ◽  
pp. 17-21
Author(s):  
Tukino ◽  
Siti Masruroh ◽  
Daryanto Herdiana
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Reporting System ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Assessment System ◽  
Prototype Model ◽  
Electronic Reporting ◽  
System Method

Teaching and learning is an activity that is bound by goal directed and carried out specifically to achieve that goal. Because it is very important to seek knowledge for a bright future. Supervision of students by the guardians of the students made the results of their children's achievements not improving. As well as student assessment by the teacher is still not well managed because it is still in the form of a note report. The system method used is the Prototype model. With observation and direct interviews with the student section regarding the assessment system in the school where the author researched. The results of this study are applications that can be operated on an Android Smartphone. This application can provide fast information and update automatically in obtaining information on student learning outcomes.        

scholarly journals Faculty Practices In Effective Online Student Assessment In Engineering And Technology

2020 ◽  
Author(s):  
Ali Mehrabian ◽  
Walter Buchanan ◽  
Alireza Rahrooh ◽  
Tarig Ali ◽  
Saeid Moslehpour
Keyword(s):  
Student Assessment ◽  
Online Student ◽  
Engineering And Technology

scholarly journals Linear Structural Analysis of Media Management Administration, Innovation and Early Childhood Creative Technology Under the Office of the Basic Education Commission in Thailand

2018 ◽  
Vol 9 (6) ◽  
pp. 165-172
Author(s):  
Luckana Pengruck ◽  
Kanchana Boonphak ◽  
Boonchan Sisan
Keyword(s):  
Early Childhood ◽  
Structural Analysis ◽  
Empirical Data ◽  
Basic Education ◽  
Media Management ◽  
Creative Development ◽  
Structural Relationships ◽  
Future Success ◽  
Education Commission ◽  
The Relationship

Abstract The promotion of technological prowess in children at an early age is integral to their creative development and future success. This research studied the relationship between media management administration, innovation, and early childhood creative technology in schools under the Office of the Basic Education Commission in Thailand to validate and confirm the linear relationship between flexibility, motivation, imagination, use of new approaches to problem solving, and vision. Questionnaires from respondents showed that the consistency was between 0.60-1.00, with a reliability of 0.890. Data were analyzed using mean standard deviation, and linear structural analysis and compliance with empirical data was checked based on the harmony index which was then compared to applicable criteria. The major findings show that the composition is in line with the empirical data and demonstrated linear structural relationships between the components of media management administration, innovation and early childhood creative technology.

Cultural Values Differentially Moderate the Benefits of Basic Education on Two Types of National Innovation Outputs

2018 ◽  
Vol 49 (2) ◽  
pp. 199-222 ◽  
Author(s):  
Namrita Bendapudi ◽  
Siran Zhan ◽  
Ying-yi Hong
Keyword(s):  
Cultural Values ◽  
Domain Knowledge ◽  
International Student ◽  
Basic Education ◽  
Student Assessment ◽  
Creative Industries ◽  
High Quality ◽  
Innovation Research ◽  
International Student Assessment ◽  
Output Only

The present study contributes to innovation research by distinguishing between national innovation in the knowledge and technology domain (knowledge and technology output) versus that in the creative industries (creative output), and examining how these two types of innovation would benefit from high-quality basic education in different cultural contexts. We argue that because creative output requires symbolic knowledge (i.e., negotiation of new meanings), it would benefit from a national context that has not only high-quality basic education but also favorable cultural values (low self-protective values or high self-expansion values). By contrast, knowledge and technology output requires analytic and synthetic knowledge mainly and thus would benefit from high-quality basic education regardless of cultural values. To test these ideas, we performed regression analyses using three archival datasets (the Programme for International Student Assessment [PISA], the Schwartz Value Survey, and the Global Innovation Index) of 32 nations. The results in general supported our predictions such that a high level of self-protective values dampens the positive relationship between quality of basic education and creative output only, but not knowledge and technology output. Implications of these findings were discussed.

Adult Education Need vs. Capacity

2020 ◽  
pp. 76-93
Keyword(s):  
High School ◽  
Adult Education ◽  
Test Scores ◽  
English Language ◽  
Basic Education ◽  
Skills Training ◽  
Assessment System ◽  
National Assessment ◽  
High School Degree ◽  
Ged Credential

The 2004-2014 findings from the District of Columbia Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress showed that the District's 4th and 9th graders scored 49th out of 51 states and territories in 2016. The District had switched to the federal PAARC test, and in 2017 it began to implement the Integrated Basic Education and Skills Training (I-BEST) model. Implementing this model means that students will work with two teachers in the classroom: one provides job-training and another who teaches basic skills in reading, math, or English language. The students' historically-low test scores and the implementation of the I-BEST model suggest that CSOSA clients referred to the District's public and charter schools or nonprofit adult education contractors would have been unlikely to have been able to obtain a high school degree or GED credential.

E-Assessment System for Open and Short Answer (Applied to a Course of Arabic Grammar in 7th Year in Tunisia)

2020 ◽  
pp. 1047-1063
Author(s):  
Wiem Ben Khalifa ◽  
Dalila Souilem ◽  
Mahmoud Neji
Keyword(s):  
Similarity Measure ◽  
Evaluation System ◽  
Concept Maps ◽  
Basic Education ◽  
Arabic Language ◽  
Assessment System ◽  
Automatic Extraction ◽  
Short Answer ◽  
The Third ◽  
Corpus Construction

The goal of this article is the development of an evaluation system based on the Arabic language. This article contains four parts. The first part is the corpus construction from the 7th year basic education classes' grammar book in Tunisia. Then, the second part is on the construction of the Concept Maps (CMaps) ontological for simple Arabic sentences from this corpus, where the automatic extraction of terms is completed. This extraction is based on two major approaches: linguistic and statistical. The third part in this article is the automatic instantiation. The last part is devoted to the application of the similarity measure chosen in the CMaps ontological fusion, which summarizes the various semantic links and which ends with a judgment according to the calculated score.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

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