Thailand’s learning assessment is based primarily on two fundamental principles: a) evaluation for the purpose of developing the learners’ capacity and b) for appraising their achievements.
As stated in the Basic Education Core Curriculum promulgated by the Ministry of Education, in order to measure and evaluate the performances of the Thai students, learning assessment can be divided into four distinct levels such as the following:
1. Classroom Assessment
As written in the curriculum used by educational institutions in Thailand, classroom assessment is regularly done by teachers in order to monitor as to what extent the students have already learned. Upon observing the classes of Matthayom 2/1, 2/4, 2/5, 2/6, and 3/1 respectively under Mr. Nutthaphob Sungrung, I saw different instances wherein various forms of classroom assessment were used. Generally, the teacher begins the class with a short review of the previous lesson. He throws several questions ranging from identification type up to some sort of topic elaboration. He often checks whether or not the students can recall pieces of information from the previously discussed topic. As he begins discussing a new lesson, he frequently asks the some questions just for the purpose of knowing if by chance, any of the students do have background knowledge about the current lesson. According to Mr. Sungrung (we used to address him as Teacher Kevin as he preferred), questioning is a good way to measure student’s capacity. It may not be the totality, but a portion of it would help a teacher understand the way the students receives and process information and how much work the teacher will have to do in order to provide the sufficient amount of information. The teacher also gives a series of both check-up and long quizzes, assignments, performance tasks, individual and group projects, and portfolios. The teachers makes use of these in order to monitor students’ progress and determining which areas still need improvement. Lastly, it provides an opportunity for the teacher to seek ways of improving one’s own performance in accordance to certain standards and indicators.
2. School Assessment
In order to have a more comprehensive view whether the institution has provided the students with the sufficient amount of academic support in order to let them achieve their goals of learning, another evaluation is done by the institution. School assessment is conducted on an annual/semester basis measuring the students’ capacity in terms of reading, analytical thinking and writing, desirable characteristics, and learner development activities. The results of the said assessment will serve as data to be used as basis for improving the current learning-teaching strategies and methodologies for an increase of students’ level of competence in different areas of knowledge and skills. Furthermore, the assessment results are also part of annual reports such as the educational institution’s educational quality development plan, achievement of the school board, report for the office of the educational service area, OBEC, parents, and the community.
3. Local Assessment
The Basic Education Core Curriculum sets an array of learning standards in which the Thai students’ quality of development must coincide. This assessment evaluates learners’ achievement by conducting an examination using the standard examination papers prepared and administered by the educational service area or in cooperation with the parent agency.
4. National Assessment
Thai pupils usually undergo two national examinations during their elementary school years. The first examination is administered by the Office of the Basic Education Commission’s Bureau of Educational Testing at the end of Prathom 3 which includes tests in areas such as reading, writing, and reasoning. At the end of Prathom 6, elementary education concludes with the first of the three Ordinary National Education Tests set by the National Institute of Educational Testing Service and the other two tests left are given at the end of grades 9 and 12. The test covers the main subjects including Thai language, Mathematics, Science, Social Studies, Religion and Culture, and Foreign Languages specified by the Basic Education Core Curriculum. Upon successful passing of the examination, a Certificate of Primary Education is awarded to the students.
Criteria for Learning Assessment
1. Judging, grading, and reporting on learning outcomes
1.1 Judging learning outcomes
Frequent recording of the individual performance of each student in different areas such as reading, analytical thinking and writing, desirable characteristics, and learner development activities is a topmost requirement in order to secure timeliness and sufficiency of student’s records all throughout the academic year. Records may also be used for the identification of learners who might need any forms of remedial instruction.
Primary Education Level
1. Learners must have an attendance record of not less than 80% of the total learning time requirement;
2. Learners must be assessed in all indicators and must pass the criteria prescribed by the educational institutions;
3. Learners must be judged on the learning outcomes of the course; and
4. Learners must be evaluated and must pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desirable characteristics and learner development activities.
Secondary Education Level
1. Teachers will judge the learning outcomes of all courses. Learners must have an attendance record of not less than 80% of the total learning time requirement for the respective courses for each semester;
2. Learners must be assessed in all indicators and must pass the criteria prescribed by the educational institutions;
3. Learners must be judged on the learning outcomes of the course; and
4. Learners must be evaluated and must pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desirable characteristics and learner development activities.
In terms of a student’s transition to the succeeding grade level, the educational institution has also a prescribed list of guidelines which will help them decide whether or not to allow a specific learner to pass the current grade level. If the learner’s deficiencies are seen to be only in a lesser degree, wherein engagement in several remedial activities in the next grade level are capable of correcting such deficiencies, then the learner shall be permitted to move into the next grade level. However, if by any chance, the learner has received several failing marks in many courses and is seen to have a greater difficulty in moving up, the educational institution committee may consider the possibility of letting the learner repeat the particular grade level he/she is currently in, ensuring that more attention is given to the learner specifically in terms of maturity, knowledge, and capacity.
1.2 Grading learning outcomes
Primary Education Level
In grading the students’ level of achieving the desired learning outcomes, teachers make use of numerical, alphabetical, percentage system, or a system that uses key words to indicate the standard attained.
The grading levels Excellent, Good, Pass, and Fail are used to indicate learner’s capacity in terms of reading, analytical thinking and writing, and desirable characteristics. On the other hand, in evaluating the students’ level in terms of developmental activities, several factors are weighed accordingly by the teacher such as the amount of time devoted as well the participation and achievement of learners in line with the criteria mandated by the educational institutions. This aspect may be graded by either Pass or Fail.
Secondary Education Level
In the higher level, eight numbers are used are applied to indicate the level of learning outcomes.
The grading levels Excellent, Good, Pass, and Fail are used to indicate learner’s capacity in terms of reading, analytical thinking and writing, and desirable characteristics. On the other hand, in evaluating the students’ level in terms of developmental activities, several factors are weighed accordingly by the teacher such as the amount of time devoted as well the participation and achievement of learners in line with the criteria mandated by the educational institutions. This aspect may be graded by either Pass or Fail.
Grades and the Basis for Assessment Letter Grades and Grading Standards
“4” Excellent (score of 80 – 100)
“3.5” Very Good (score of 75 – 79)
“3” Good (score of 70 – 74)
“2.5” Fair (score of 65 – 69)
“2” Fair (score of 60 – 64)
“1.5” Poor (score of 55 – 59)
“1” Poor (score of 50 – 54)
“0” Fail (score of 0 – 49)
1.3 Reporting learning outcomes
Parents and guardians are one of the most important stakeholders surrounding the learners. As they constitute a huge part in the growth and success of their children, they also have the right to take a closer look into the previous and current standing of the learners in school. As soon as the teachers finish the summarization of the measurement and evaluation process, they prepare written reports to be given to the respective parents or guardians for the purpose of information. This is done in a periodical basis or at least once every semester.
2. Criteria for graduation
Primary Education Level
1. Learners have completed basic courses and supplementary courses/activities in accord with the learning time structure as prescribed by the Basic Education Core Curriculum;
2. Learners’ assessment outcomes for each basic course must meet the criteria prescribed by the respective educational institutions;
3. Learners’ assessment outcomes regarding reading and analytical thinking and writing must meet the criteria prescribed by the respective educational institutions;
4. Learners’ assessment outcomes regarding desirable characteristics must meet the criteria prescribed by the respective educational institutions; and
5. Learners have participated in learner development activities and the assessment outcomes of their participation meet the criteria set by the respective educational institutions.
Lower Secondary Education Level
1. Learners have attained no more than 81 credits for basic and supplementary courses, with a distribution of 66 credits for basic courses and a number of credits for supplementary courses as prescribed by the respective educational institutions.
2. Learners must have attained not less than 77 credits for the entire curriculum with a distribution of 66 credits for basic courses and not less than 11 credits for supplementary courses;
3. Learners’ assessment outcomes regarding reading and analytical thinking and writing must the criteria set by the respective educational institutions.
4. Learners’ assessment outcomes regarding desirable characteristics must meet the criteria prescribed by the respective educational institutions; and
5. Learners have participated in learner development activities and the assessment outcomes of their participation meet the criteria set by the respective educational institutions.
Upper Secondary Education Level
1. Learners have attained not less than 81 credits for basic and supplementary courses, with a distribution of 41 credits for basic courses and a number of credits for supplementary courses as prescribed by the respective educational institutions.
2. Learners must have attained not less than 77 credits for the entire curriculum with a distribution of 66 credits for basic courses and not less than 11 credits for supplementary courses;
3. Learners’ assessment outcomes regarding reading and analytical thinking and writing must the criteria set by the respective educational institutions.
4. Learners’ assessment outcomes regarding desirable characteristics must meet the criteria prescribed by the respective educational institutions; and
5. Learners have participated in learner development activities and the assessment outcomes of their participation meet the criteria set by the respective educational institutions.
Students belonging to special target groups like specialized education, education for the gifted and the talented, alternative education, education for the disadvantaged, and informal education will undergo a measurement and evaluation process under the supervision of school board, educational services areas, and all the personnel in-charge following the criteria and guidelines given by the Basic Education Curriculum for measurement and evaluation of special target groups.
Documents showing evidence of graduation
The documents given upon graduation are divided into two categories:
1. Documents showing evidence of education prescribed by the Ministry of Education
1.1 Record of learning outcomes
These refers to the documents gathered by the teachers from various assessments which certify students’ achievements and progress. It is one of the major duties of the education institutions to keep track of students’ record for data gathering and issuance to the respective learners upon graduation at primary education level (Grade 6), compulsory education level (Grade 9), and basic education level (Grade 12) or any other cases of school-leaving.
1.2 Certificates
These certify that a certain learner is qualified, showing his/her own achievements and rights. The Basic Education Core Curriculum requires all educational institutions the process of issuing certificates to the graduates upon completion of the requirements.
1.3 Report on graduates
This guarantees the authorization of graduation by recording the names and relevant data of graduates at primary education level (Grade 6), compulsory education level (Grade 9), and basic education level (Grade 12).
2. Documents showing evidence of education prescribed by educational institutions
Certain documents are required to be gathered and kept by all educational institutions in order to keep track of learners’ development, learning outcomes, and essential data. These include the following: students’ personal records, grade record for each course, cumulative record, learning outcome certificate, and other documents necessary to serve varied purposes.