Guidelines for the Development of Learning Measurement and Evaluation Systems in High-Mountain Secondary Schools in Remote Areas of Tak Province

Abstract

This research employed a mixed-methods approach with two objectives 1) To study the current conditions and problems of the learning assessment and evaluation system in secondary schools located in high mountain areas of remote regions in Tak Province, and 2) To propose guidelines for developing the assessment and evaluation system in these schools. The research was conducted in two phases. The sample group consisted of 182 participants, including school administrators, teachers, and educational personnel from secondary schools in high mountainous remote areas of Tak Province, selected through purposive and simple random sampling methods. In addition, 9 experts were involved. Research instruments included questionnaires and structured interviews. Data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The findings revealed that the overall and specific aspects of the assessment and evaluation system were at a high level. The main problems were identified in the design of assessments and the utilization of evaluation results, followed by support and promotion of assessment practices, assessment tools, and assessment processes. The proposed development strategies included encouraging teachers to apply diverse and authentic assessment methods based on students’ real contexts, analyzing evaluation results continuously to enhance student development, involving administrators in training and collaborative design of assessment criteria, providing training on developing assessment tools using clear and appropriate language for students in mountainous areas, and establishing networks for experience sharing. Additionally, assessment planning should involve collaborative meetings and a thorough analysis of students’ learning outcomes, ensuring alignment with students’ linguistic, cultural, social backgrounds, and educational goals.