A CURRICULUM EVALUATION FOR GARDUATE DIPLOMA PROGRAM IN TEACHING PROFESSION (NEW CURRICULUM, B.E. 2566) FACULTY OF EDUCATION, RAMKHAMHAENG UNIVERSITY

Abstract

The purpose of this study was to evaluate the graduate diploma program in teaching profession curriculum (new curriculum, B.E. 2566) at the Faculty of Education, Ramkhamhaeng University, using the CIPP Model, which was divided into four parts: context evaluation, input evaluation, process evaluation, and product evaluation. The target group included 95 second-year students and 75 stakeholders. The research instruments were the students’ and stakeholders’ graduate diploma program in the teaching profession curriculum (new curriculum, B.E. 2566) evaluation questionnaire. Data was analyzed by percentage mean and standard deviation. The study's findings indicated that the graduate diploma program in the teaching profession curriculum (the new curriculum, B.E. 2566) at the Faculty of Education, Ramkhamhaeng University, was evaluated at the highest level overall. Through the investigation of all aspects, it was found that the context had the highest level of evaluation, the process, the product, and the input, respectively. The students’ knowledge and attributes were evaluated at the highest level, while all aspects were examined, and the students had generosity and kindness towards learners at the highest level.