การพัฒนาแบบวัดกระบวนการเรียนรู้เพื่อการเปลี่ยนแปลงของครูมัธยมศึกษา: การประยุกต์ใช้ทฤษฎีการตอบสนองข้อสอบแบบพหุวิภาค

Abstract

The objectives of this research are 1) to construct measurement instrument for transformative learning process of secondary school teachers 2) to verify the quality of measurement instrument for transformative learning process of secondary school teachers and 3) to develop and validate the quality of the handbook for measurement instrument for transformative learning process of secondary school teachers. The sample of this research consisted of 603 teachers under the Secondary Educational Service Area Offices in The Upper North Region in the 2022 academic year obtained from a multi-stage random sampling technique. The research instruments were a measurement instrument for transformative learning process of secondary school teachers with a five-level rating of 66 items with IOC between 0.71 and 1.00. Additionally, the assessment of the quality of the handbook for measurement instrument for transformative learning process of secondary school teachers consisted of 15 items with 5 levels of rating scale and IOC ranging from 0.80 to 1.00. The data were then analyzed by mean, standard deviation, Item-Total Correlation and t-test for item discrimination, Cronbach's Alpha Coefficient for reliability, the Cohen’s kappa coefficient for content validity, and confirmatory factor analysis for structural validity. Moreover, the quality of the measurement instrument was assessed using the Polytomous Item Response Theory with the Graded – Response Model (GRM). The findings were; 1) The measurement instrument for transformative learning process of secondary school teachers has 5 levels of rating scale and is used for self-assessment. The instrument consist of 10 components and 21 indicators including (1) A disorienting dilemma consisted of 3 indicators (2) Self-examination consisted of 2 indicators (3) A Critical self-assessment consisted of 2 indicators (4) Recognition that one's discontent and the process of transformation are shared consisted of 2 indicators (5) Exploration of options for new roles, relationships, and actions consisted of 2 indicators (6) Planning a course of action consisted of 2 indicators (7) Acquisition of necessary knowledge and skills for implementing one’s plans consisted of 2 indicators (8) Provisional trying for new roles consisted of 2 indicators (9) Building competence and self-confidence in new roles and relationships consisted of 2 indicators and (10) A reintegration into one’s life on the basis of conditions dictated by one’s new perspective consisted of 2 indicators. 2) The quality of measurement instrument for transformative learning process of secondary school teachers, based on classical test theory (CTT), revealed that the discrimination power ranged from 0.287 to 0.620 and the t-values ranged from 2.907 to 7.407 (p<.01). The reliability coefficient for the entire measurement instrument was found to be 0.941 and the reliability coefficients for individual components ranged from 0.674 to 0.847. The structural model of secondary school teacher’s transformative learning process fitted well with the empirical data (2 = 107.036, df = 104, p-value = 0.3995, CFI = 0.999, TLI = 0.999, SRMR = 0.049 and RMSEA = 0.007). The concurrent validity of the measurement instrument was found to be 0.75. For the quality assessment of the measurement instrument using the Polytomous Item Response Theory, the item slope parameter (αi) ranged from 0.370 to 1.759 and the threshold parameters (βij) showed a pattern of β1 < β2 < β3 < β4. The norm of measurement instrument for transformative learning process of secondary school teachers fell between T19 and T82. 3) The handbook for measurement instrument for transformative learning process of secondary school teachers received an average rating ranging from 4.60 to 5.00, indicating the highest level of quality for each item.