The Development of Indicators to Indicate the Competency of Educational Measurement and Evaluation Supervisors under the Primary Educational Service Area; The Analysis of Empirical Validity, Sensitivity and Specification

Abstract

This research aimed at developing of indicators to indicate the competency of educational measurement and evaluation supervisor; to use empirical data to test the validity of the structural model of indicate the competency of educational measurement and evaluation supervisors and analyzed of empirical validity, sensitivity and specification. The research sample consisted of 400 educational measurement and evaluation supervisors under the primary educational service area selected by stratified random sampling technique. The research data were collected by a questionnaire and analyzed by descriptive statistics using statistical software, confirmatory factor analysis, and second-order confirmatory factor analysis using LISREL software.

            The results of this study were as follows: (1) The factors which influenced indicate the competency of educational measurement and evaluation supervisor consisted of five factors and 41 indicators. The composite indicators of indicate the competency of educational measurement and evaluation supervisor consisted of five major factors in the order of factor loading as follow : educate and instructional (.69), specialization (.65), monitoring and evaluation (.49), promate support and coordinate (.48), and counselling (.22). The five factors must be practiced by twelve minor factors and 41 variables which were the indicators of competency. There were 9 indicators of educate and instructional, 6 indicators of specialization, 6 indicators of monitoring and evaluation, 8 indicators of promate support and coordinate, and 12 indicators of counselling. The discriminating index were .56 to .80. The reliability of the questionnaire calculated by the Cronbach’s alpha coefficient was 0.98. The results of the structural validity test of the model of competency of public health facilitate with the empirical data revealed that the model significantly correlated with the empirical data (Chi-Square = 674.86, df = 621, p-value = 0.066, GFI = 0.92, AGFI = 0.90, RMSEA = 0.015). 2. Analyzed of empirical validity of competency assessment form, correlation coefficients, rho, were calculated between total scores for counselling, educate and instructional, promate support and coordinate, monitoring and evaluation, and specialization by self assessment of facilitators and total scores of individual assessment by supervisors. They were a significant correlations at .05 level. 3. Analyzed of sensitivity for using competency assessment form, compare average scores between high competency facilitators and low competency facilitators for counselling, educate and instructional, promate support and coordinate, monitoring and evaluation, and specialization was statistically different at the 0.5 level. Competency assessment form for educational measurement and evaluation supervisors could classify the difference of facilitator competency (sensitivity = 0.85, Specification = 0.90).