Abstract

The aim of this research is to assess the quality of science instructional management in basic education schools with the following three particular objectives: 1) to study the effects of differential item functioning 2) to study the effects of student and school characteristics on the quality assessment 3) to compare the quality assessment models of science instructional management in schools. The data used in this research is Thai secondary data from the Program for International Students Assessment (PISA), collected from 6,192 students. The research was conducted in three steps: the detection of the differential item functioning, the value added analysis in the educational quality assessment models, and the instructional management quality resulting from assessment consisting of four models as examined. HLM were used in analyzing data. The research results are as follows: 1) The differential item functioning in science tests does not affect the quality assessment of science instructional management. 2) It is found that student and school characteristics affect the quality assessment of science instructional management. 3) The comparison of the quality assessment models and the quality of science instructional management reveals that Model 3 & 4 cause the rating and the ranking of the quality assessment to differ.