Empirical Evaluation Indicators in Thai Higher Education: Theory-Based Multidimensional Learners' Assessment

Autor/inn/en	Sritanyarat, Dawisa; Russ-Eft, Darlene
Titel	Empirical Evaluation Indicators in Thai Higher Education: Theory-Based Multidimensional Learners' Assessment
Quelle	In: International Journal of Instruction, 9 (2016) 2, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Higher Education; Evaluation Criteria; Case Studies; Student Evaluation; Educational Indicators; Qualitative Research; Statistical Analysis; Likert Scales; Questionnaires; Factor Analysis; Benchmarking; Test Construction; Item Analysis; Educational Theories; Thailand + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Schulnote; Studentische Bewertung; Educational indicato; Bildungsindikator; Qualitative Forschung; Statistische Analyse; Likert-Skala; Fragebogen; Faktorenanalyse; Testaufbau; Itemanalyse; Educational theory; Theory of education; Bildungstheorie
Abstract	This study proposed empirical indicators which can be validated and adopted in higher education institutions to evaluate quality of teaching and learning, and to serve as an evaluation criteria for human resource management and development of higher institutions in Thailand. The main purpose of this study was to develop empirical indicators of a theoretically-based multidimensional learners' evaluation in Thai higher education adopting the National Institute of Development Administration as a case study. Research method of this study was developed based on Dubin's Theory Building Model. Units, which are basic building blocks of newly developed concept, were developed qualitatively and quantitatively by triangulating data obtained from the systematic literature review, the qualitative data collection, and the Likert-scale survey. Patterson's (in Holton and Lowe, 2007) criterion was used to evaluate the conceptual framework. Questionnaire was used as a tool for data collection. Exploratory factor analysis and Cronbach's alpha analysis were used to analyse the collected data in order to develop empirical indicators. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01