A Comparative Study of Model to Support Teachers Capacity in Assessment for Learning in Thailand and New Zealand

Natcha Mahapoonyanont, Sally Hansen, Jenny Poskitt


According to the assessment of educational reform efforts over the ten-year period from 18 August 1999 when the National Education Act of B.E. 2542 (1999 A.D.) was announced to the present, many issues were found successful while other topics have encountered problems requiring development, modification and continuation, especially in terms of student, teacher, faculty and educational personnel quality, management efficiency, including increases in educational opportunities. The purpose of this research was to comparative study about the developing teachers in terms of assessment for learning by studying Thailand and New Zealand context. The results founded those recommendations to the relevant authorities to create strategic approaches to develop models for promoting teachers in terms of assessment for learning in Thailand including of some issues surrounded by professional learning on assessment for learning in Thailand.


assessment for learning; professional development; comparative study.

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