Learning Assessment Reform in Thailand

  • Somwung Pitiyanuwat
  • Tan Pitiyanuwat
Part of the Education in the Asia-Pacific Region: Issues, Concerns and Prospects book series (EDAP, volume 18)


In this chapter, learning assessment means the kind of assessment that can be a part of instruction used to support and enhance learning in the basic education level. Learning assessment in Thailand is a full responsibility of each school. A review of the history and development of classroom and school assessment at the basic education level in Thailand can be divided into six major periods. The first or “preschool” period (1283–1883) gives a picture of a “nonformal” form of education. Oral examination and value judgments by the monks (teachers) were employed. The second period is the first official school period or the premodernization period (1884–1891). An oral examination was shifted to the central officials, and an essay test was first introduced into the exam paper. The third period of the “initial stage of modernization” ranged from 1892 to 1932. There was a formal school curriculum in 1892, and the first national education plan was implemented in 1898. The fourth period of modernization ranged from 1933 to 1977. There was a change from a percentage to a credit system with a norm-referenced assessment. The fifth period of modernized and developing education ranged from 1978 to 1998. The school was responsible for assessment of students’ learning achievement with criterion-referenced assessment. The sixth period is the contemporary period or the educational reform period. The assessment matches with student-centered curriculum. The National Institute of Educational Testing Service was established in 2005 to conduct yearly examination for each terminal grade students. However, the automatic promotion concept at the basic education level still implements. Finally, Learning Assessment Framework in accordance to the 1999 National Education Act and Thailand Qualifications Framework (TQF) for the basic education level are explored.


Learning Achievement Moral Enhancement Instructional Objective Learn Assessment Secondary Grade 
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Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  1. 1.National Institute of National Testing Service (NIETS) and Royal Associate, The Royal InstituteBangkokThailand
  2. 2.Interior Design Department, Faculty of ArchitectureKasem Bundit UniversityBangkokThailand

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