The research purpose was to develop an evaluation model for the internal quality assurance system of the dramatic arts College of Bunditpattanasilpa Institute. The Research and Development method was used as research methodology which was divided into three phases; developing the model and its guideline, trying out the actual implementation of the developed model, and assessing and improving the model. Data collection processes started with interviewing experts in internal quality assurance system. Then the collected data was analyzed and synthesized to form a tentative model. The researcher spent eight months on trying out this tentative model. The four areas; Utility, Feasibility, Propriety, and Accuracy were used to evaluate and revise the model. Percentage, mean, and standard deviation were used in data analysis. The tentative model consisted of three steps; preparation, evaluation procedure, and reporting. This model was tried out at two institutes in Kalasin and Roi-Et Provinces. The evaluation result as a whole on Utility, Feasibility, Propriety, and Accuracy of the model by eighty users was at the “Highest” level (Mean = 4.51). The utility was at the “Highest” mean of 4.60. In conclusion, this evaluation model for internal quality assurance system could be used successfully at the dramatic arts College of Bunditpattanasilpa Institute.

Assessment for Learning for elementary classroom is a concept that aims to stimulate self learning and development among the student via assessment model. This research aimed to 1) develop an Assessment for Learning Model for elementary classroom and 2) test and assess the outcome of our model. The authors utilized interviewing, questionnaire and assessment form as tools for data gathering. The data was analyzed by statistical methods, namely, mean and standard deviation. Lastly, we performed the t-test Dependent to test our hypothesis and we’ve found that the Assessment for Learning Model for elementary classroom comprises of 2 phase and 6 steps. The result comprises two stages. The planning stage is composed of (1) define assessment objectives and what students need to achieve (2) define performance benchmark (3) design learning methodology and assessment method in accord with learning objectives. The teaching and feedback stage is composed of (1) integrate assessment with teaching/learning activities (2) Feedback after learning unit (3) Feedback result is used to improve primary school student's performance. The result of using the designed assessment model reveals that students have improved their learning achievement, self-regulation, and self-efficacy at statistically significant level of .05.