The development of the application of technology guidelines for learning measurement and evaluation of the students at the faculty of education, Mahasarakham university

Abstract

The objectives of this research study were to (1) explore the technologies which used in learning measurement and evaluation, (2) develop the application of technology guidelines for learning measurement and evaluation, and (3) evaluate the quality of the application of technology guidelines for learning measurement and evaluation. The population in the survey was 409 third-year students who currently study at the Faculty of Education, Mahasarakham University. The sample was third-year students from 7 fields. In this study, the stratified random sampling was applied in order to obtain students from all departments (1 study group for each field, total number of 159 students). Furthermore, the target group of the guidelines interview was six experts from learning measurement and evaluation and educational technology field. The sample of the quality of guidelines evaluation was 44 third-year students, and the tools used in this research were survey, interview and evaluation form, data analysis (content analysis) and basic statistical analysis. According to the research results, it was found that;

1. The survey result of the technologies used in learning measurement and evaluation of 159 students suggested that Kahoot (f=70, 44.03%) and Google form (f=59, 37.11%) were the most technologies that the students used to apply in their student status.
2. The application of technology guidelines for learning measurement and evaluation was developed as the approach for instructors to use appropriate technology considered from the level of the learners, the number of students, internet connection, equipment and facilities in the classroom. Furthermore, the objective of each assessment should be concerned whether it was formative assessment or summative assessment. The selection of the appropriate technology will affect the assessment accuracy in correspondence with the instructor’s purpose.
3. The quality of the application of technology guidelines for learning measurement and evaluation showed that the guidelines were high quality ( = 4.44, SD=.28) by overall. However, when considered from each dimension, it was found that the content was the highest quality (  = 4.54, SD=.18) whereas the benefits and applications dimension was high quality (  = 4.30, SD=.50).