Journal of Educational Measurement Educational and Psychological Test Bureau

Development of Word Fluency Factor’s Tests Based on Thurstone’s Primary Mental Abilities for Grade 6 Students

Urai Chaktrimongkhol — Fri, 27 Jun 2025 00:00:00 +0700

The aim of this research were to construct a word fluency factor’s tests based on Thurstone’s primary mental abilities and to determining the quality on difficulty, discrimination, validity, and reliability. The sample consisted of 404 grade 6 students in Bangkok Metropolitan who enrolled in academic year 2024 were selected by multistage random sampling method. The research tool consisted of 100 items, 5 choices developed based on Thurstone’s primary mental abilities.

The results of the study showed that: the 90 questions were qualified for content validity by the IOC (Index of Item Objective Congruence) showed that questions are consistent with Thurstone’s primary mental abilities (0.67-1.00). The mean item difficulty was 0.648 and mean discrimination index was 0.407. The scale reliability (KR-21) was 0.965.

The Results of Developing an Achievement Test and Studying Learning Retention on the Topic of Language Characteristics Using a Linguistic Approach for Grade 11 Students

Chaiwat Areeroj — Fri, 27 Jun 2025 00:00:00 +0700

This research aimed to develop an achievement test on “Linguistic Characteristics” based on the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) for the Thai Language Learning Area at the Grade 11 level. To examine the quality of the achievement test on “Linguistic Characteristics” in terms of validity, discrimination, difficulty level, and reliability. And to study the retention of learning about “Linguistic Characteristics” among Grade 11students who were taught using a linguistic – based instructional approach. The sample group used in this study consisted of 30 Mathayom 5/3 (Grade 11) students from Visuttharangsi School, located in Tha – Muang District, Kanchanaburi Province, during the second semester of the 2024 academic year. The research instruments include: An achievement test on “Linguistic Characteristics”
A Backward Design instructional plan on “Linguistic Characteristics” The statistical methods used for data analysis was: One Sample t – test. The research results found that: 1) The achievement test on the topic of Language Characteristics for Grade 11 students in the Thai language subject, comprising 30 items, was found to be standardized and aligned with the core curriculum of Basic Education B.E. 2551 (2008), as well as Bloom’s Taxonomy of learning; 2) The developed test demonstrated high quality, with a content validity index of 1.00 for all 30 items. The difficulty indices ranged from 0.20 to 0.25, discrimination indices ranged from 0.20 to 0.60, and the reliability coefficients were as follows: KR – 20 = 0.70, KR – 21 = 0.68, and Pearson's correlation coefficient (r) = 0.92; and 3) The experimental group of Grade 11 students taught using a linguistic – based instructional approach achieved an average learning retention rate of 21.17%, which was higher than the 70% evaluation criterion, though not statistically significant at the 0.05 level. This research emphasizes the importance of constructing high – quality achievement tests, as the classroom remains central to effective assessment and evaluation. Moreover, the application of linguistic principles in Thai language instruction proves to enhance sustainable learning outcomes and can be adapted for learning other languages.

Development of a Professional Learning Community Model to Enhance Teachers’ Competency in Instructional Design through Design Thinking

Chalakorn Charoenphol, Ubonwan Songserm — Fri, 27 Jun 2025 00:00:00 +0700

This research aimed to develop a professional learning community (PLC) model to enhance teachers’ competencies in instructional design through the application of design thinking. The ultimate goal was to promote students' capacity for innovation. The study involved two groups of participants: 21 experts in the development of professional learning communities and student Grades 4 to 6 in schools under the jurisdiction of the Bangkok Metropolitan Administration. A sample of 240 students was selected through random sampling, with 234 valid responses collected. The research instruments consisted of questionnaires and semi-structured interviews.

The research was conducted in four phases: 1) Reviewing relevant foundational Information
2) Drafting a model for the professional learning community 3) Validating the drafted model with experts and 4) Evaluating the finalized model

The findings revealed that the developed PLC model consisted of six key components are
1) Principles 2) Objectives 3) Processes – employing the ANSWER Model 4) Assessment and evaluation methods 5) Success conditions and 6) Support systems. This model serves as a practical guideline for developing teachers’ capabilities in instructional design, with an emphasis on fostering creativity and innovation among students.

A Study of Relationship between the Ordinary National Educational Test (O-NET) 2021 and Programme for International Student Assessment (PISA) Scores 2022

Kumphakan Sawaddikomon — Fri, 27 Jun 2025 00:00:00 +0700

This study aimed to examine the correlation between the Ordinary National Educational Test (O-NET) results from the academic year 2021 and the international capacity assessment results of students from the Program for International Student Assessment (PISA) in 2022. This research is a descriptive study classified as correlational, utilizing a sample of 3,403 students from secondary school level 3 who participated in the O-NET assessment in the academic year 2021 and the PISA assessment in 2022. The data obtained from the secondary resource comprises the O-NET examination results in three subjectsThai language, science, and mathematics for the year 2021, sourced from the National Institute of Educational Examination Service (Public Organization): NIETS. The 2022 PISA exam, which originated from literacy evaluations in reading, mathematics, and science, was documented by the Institute for the Promotion of Teaching Science and Technology. Descriptive statistics, including quantity, percentage, and Pearson Product-Moment Correlation Coefficient, were employed for data analysis.The results indicated a strong positive connection (r = .744) between Thai language scores from O-NET testing and PISA testing scores in reading literacy, with statistical significance at 0.01. 2) The O-NET mathematics scores and PISA mathematical literacy scores exhibited a strong positive correlation (r = .786) with statistical significance at 0.01. 3) Similarly, the O-NET science scores and PISA scientific literacy scores demonstrated a strong positive correlation (r = .680) with statistical significance at 0.01.

Evaluative Thinking: Conceptual Foundations, Core Components, and Benefits for Evaluation

Kritsakorn Poomnuan, Aumporn Lincharearn, Krittayakarn Topithak — Fri, 27 Jun 2025 00:00:00 +0700

To advance the evaluation process and make it more sophisticated, evaluators need to possess the critical ability of evaluative thinking. It supports contextual interpretation based on facts and real-world experience, and it aids the assessor to confirm the validity of the assessment results. The five components of evaluative thinking include reflective practice, contextual thinking, creative thinking, practical thinking, and critical thinking. The evaluation outcomes will be completer and more acceptable if the evaluator have evaluative thinking.