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The purposes of this study were 1) Study teachers authentic assessment, teachers comprehension of authentic assessment and teachers needs for authentic assessment development. 2) To create teachers development model. 3) Experiment of teachers development model. 4) Evaluate effectiveness of teachers development model. The research is divided into 4 periods. The first period comprises 900 sample primary school teachers in Sakhonnakhon province. The second comprises were 15 evaluation experts. The third comprises 32 sample teachers in small, medium and large primary schools. The fourth period comprises the same 32 sample teachers to gather survey data, meeting seminars to arrive at conclusion from survey, literature analysis and observations. Statistical analysis is performed to find percentage, means, median, inter-quartile range, standard deviation, dependent sample t-test, while qualitative data is subjected to content analysis. The results revealed that 1) 900 primary school teachers in Sakhonnakhon Province undertaking and comprehension of authentic assessment were at the medium level while the expectation was higher than reality at .01 significant level. 2) The model which revealed 4 relationships: prior development study, teachers development planning, teachers development implementation and teachers development evaluation. 3) Experiment of teachers development model to authentic assessment revealed that understanding, attitude and capability to carry out authentic assessment were all higher than before at .01 significant level. 4) Evaluation of effectiveness of teachers development model to authentic assessment by empowerment evaluation approach found the model have utility, feasibility, accuracy, propriety and high teachers' satisfaction.

The purposes of this research are to compare the practice between working standard and personal working standard of teachers who are certified by attending professional teacher knowledge standard workshop held by the teachers’ council who are different in gender, age, ways of knowledge certified and teaching according to/not according to educational certificate background. The samples are 246 research participants certified by attending professional teacher knowledge standard workshop of the teacher’s council: Developmental division of the Faculty of Education, Mahasarakham University. Sampling operated by using Multi-Stage Random Sampling. Teachers’ data collection are self-evaluation and with school directors also as informers. Research instrument are piloted quality inspected questionnaire indicated by Item Total Correlation and Reliability of Cronbach. Data are analyzed by using X, s.d., t-test: independent samples, One way ANOVA, and multiple comparison of Scheffe. The research found that: 1) Overall, the female teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council follow teaching standard in the academic activities facets on professional teacher’s development and self-practice standard and ethic is higher than male teachers with statistically significant at the .05 level. 2) Teachers who with age differences follow the standard of being a good role model for the students. They work cooperatively with others in the community creatively. Personal practice standard about ethic to society is different with statistically significant at the .05 level. 3) Teachers who have been certified by attending professional teacher knowledge standard workshop of the teacher’s council foster on teacher professional development and immensely develop the students to their full potential more than transferring method with statistically significant at the .05 level. 4) Teachers who teach according to educational certificate background practice according to the standard professional teacher on designing learning activities with the students in mind. They thrive so as to make every opportunity to be for learning. They also have higher ethic than teachers who are not teaching according to their educational certificate background with statistically significant at the .05 level.

This study aimed at two main objectives. The first objective is to perform a needs assessment for the development of a performance appraisal system for government employees. The second objective was to examine the guidelines on the development of the performance appraisal system for government employees. The findings of the study included the followings.The performance appraisal system for government employees indicated a significant difference (Z* = 15.55, P-value = 0.00) between the current conditions and expected conditions. The performance appraisal system for government employees was at a critical level of the need for development (PNImodified = 0.40).The guidelines for the development of the performance appraisal system are the following. First, the inputs should clearly define the workload as well as the metrics and mutual evaluation criteria between the evaluator and the evaluates. Second, the process of the performance appraisal system should be conducted in the using an evaluation committee. A periodic performance monitoring system can be used to review the scoring rubrics of all evaluators. Third, the output of the performance appraisal report must show a clear scoring scale. Suggestions should be presented to tell the evaluator what has been observed. Fourth, feedback can divide government employees into 3 groups: 1) very good and excellent, admire the past performance, 2) good and fair , focus on acceptable and must-be-improved behaviors, and 3) must-be-improved , focus on what needs to be improved to make better performance as soon as possible.

This research focuses on intelligence quotient (IQ) of the primary school students in Mahasarakham Province. There are 5,053 subjects from 64 schools under the Mahasarakham Primary Education Office. Stratified Random Sampling is applied in selecting the subjects. The subjects are divided according to their districts and school sizes (Small, Medium-Sized, and Large) with three units: schools, classrooms, and students. The results are shown in both “Descriptive Statistics” to describe demographic factors and “Inferential Statistics” to compare the cognitive levels among the elementary school students from different demographic factors. The results of the study indicate that the IQ of the primary school students in Mahasarakham Province is at the normal level. Most of them, 3,358 students or 66.46%, have the average level of IQ. 148 students or 2.93% have the higher-than-average level while 68 students or 1.35% had the lower-than-average level. After considering the IQ of the students on an individual basis in the designated educational area, there are different factors contributing to the results including the sizes of the school, the parents’ education level, and the parents’ average monthly incomes (F = 2.521, P-value = 0.040). The level of intelligence is not only the result of genetics and environment, but also the result of many internal and external factors. The study shows that the level of intelligence among the elementary school students in Mahasarakham is at the average level with different basic information and factors such as individuals, families, and schools. Therefore, all related sectors to educational development should realize the importance of promoting the students’ intelligence in order to reach the students’ full potential.