THE DEVELOPMENT OF THE COMPETENCY MODEL IN THE 21ST CENTURY TO SUPPORT EXTERNAL ASSESSORS’ WORK EFFICIENCIES IN THE VOCATIONAL EDUCATION SYSTEM OF THAILAND

Abstract

This research aims to develop a competency model for vocational external assessors in the 21st century that contributes to Thailand's vocational assessment efficiencies. A mixed method was employed to obtain data. The qualitative data were collected from the experts and external assessors using the Delphi technique and in-depth interviews, while the confirmatory factor analysis (CFA) was conducted to obtain the quantitative data through the use of the LISREL program.

The synthesis results obtained from the Delphi technique in Phase 1 were used to determine three groups of competencies that are necessary for vocational external assessors: 1) knowledge competencies, which include knowledge of educational context; vocational education quality assurance; curriculum design and educational management; educational institution management; vocational education directions; and labor market situations; 2) skill competencies, which include teamwork skills; information technology skills; assessment communication skills; data collection skills; analytical, interpretation, and evaluation skills; report writing skills; advising skills; and immediate problem-solving skills; and 3) attribute competencies, which include assessment ethics and professionalism. These results were used to develop a questionnaire for collecting data from 272 vocational external assessors in order to confirm the reliability of the drafted competencies and competency indicators. The CFA results showed that all of the competencies and their indicators were consistent with the empirical data. The results of the first-order CFA showed that X2 = 92.62, p value = 0.220, GFI = 0.96, AGFI = 0.93, RMSEA = 0.021, and RMR = 0.006, with the reliability coefficients ranging between 0.32 and 0.85 at a statistical significance level of 0.05. The results of the second-order CFA showed that X2 = 88.50, p value = 0.266, GFI = 0.96, AGFI = 0.93, RMSEA = 0.018, and RMR = 0.009, with the reliability coefficients ranging between 0.32 and 0.90 at a statistical significance level of 0.05. These results indicated that all 16 competencies obtained from the Delphi analysis were suitable to be included in the competency model for external assessors in the 21st century. The skill competencies had the highest importance, followed by the attribute competencies and knowledge competencies. According to the CFA results, the knowledge competencies with the highest importance were knowledge of educational institution management and knowledge of curriculum design and vocational educational management. However, the key informants who were by vocational institute administrators indicated that knowledge of vocational education quality assurance was most important. In terms of skill competencies, the vocational external assessors stated that analytical, interpretation, and evaluation skills were most important, whereas the vocational institute administrators gave the highest importance to communication skills for assessment, followed by advising and immediate problem-solving skills. As for attribute competencies, the empirical data and the key informants’ opinions were consistent in that promoting assessment ethics helps create professionalism among external assessors. The qualitative and quantitative results of this study indicated that the competency model for external assessors in the 21st century must focus on developing knowledge and skills that contribute to work efficiency as well as promoting assessment morality and ethics that can lead to the professionalism of external assessors in the vocational education system of Thailand.

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