Statement of Topic Assessment has often been used to gear up education systems in response to global changes and rapid economic growth (Gipps, 1998). Moreover, assessments are seen as key aspects of improving education quality. Improving the quality of educational management process as highlighted in the National Education Act 1999. Moreover, in the tenth National Plan for Economic and Social Development 2007 – 2011 specified the ‘Value Creation from Knowledge Application’ is the main idea to implement for all sector. New approaches in educational assessment have been developed involving sophisticated statistical analysis techniques and the establishment of comprehensive data (Creswell, 2004). The key methodological developments include multilevel or hierarchical modeling analysis (Goldstein, 1986; Bryk & Raudenbush, 1987) and have been employed to calculate educational effectiveness measures within and between schools in terms of the ‘value-added’ by schools to their pupils’ academic performance (Saunders, 1999). To support these ideas, new and innovative approaches in educational assessment are needed to provide alternative frameworks for teachers and educational concern to identify and evaluate best practice in teaching and learning in a variety of contexts for enhancing quality in education. Research Questions 1. How do we develop the Academic Achievement Value-Added Model to assess the quality of educational management process? 2. How different of educational management process between school/educational service areas that achievement value-added score differ? 3. How do we use the evaluation checklist to enhance educational management process? Research Objectives 1. To develop the Academic Achievement Value-Added Model . 2. To study educational Management Process that impact on academic achievement value-added score of school and educational service area. 3. To develop the Evaluation Checklist for Enhancing Educational Management Process. 4. To investigate the quality of the developed Evaluation Checklist for Enhancing Educational Management Process. Related Concept There are two main concepts to relate this research, The first concept, ‘value added’ is commonly used to refer to a quantitative measure of the relative progress made by pupils in a school over a particular period of time in comparison to pupils in other schools in the same sample after adjusting for varying intake achievement and other background information. Therefore, it reflects the relative boost that a school gives a pupil’s previous level of attainment in comparison to similar pupils in other schools and provides a more valid and appropriate measure of a school’s ‘effectiveness’ than raw examination or assessment results.(Thomas, 1998) The second concept is ‘Evaluation Checklist’ Approach. In many areas of practical evaluation, checklists are used as the principal instrument. An evaluation checklist should identify all significant relevant dimensions of value, ideally in measurable terms and preferably without overlap, and may also display their weights by importance (Scriven, 1991). The Checklist is of course a mnemonic device, and the design of good checklists should be related to ease of recall and understanding as well as comprehensiveness and ease of implementation.

Design and methods This research proceed 3 phase as follow; Phase 1 aim to develop the academic achievement value-added model, using quantitative approach. The population undertaken in this study was divided into three groups; 1) all high school students in Year 12 and 2) all secondary schools and 3) all educational service area under Basic Education Commission, Ministry of Education in Thailand The research instruments consisted of a questionnaire, is a checklist measuring student, school and educational service area data. The needed data of student consisted of academic achievement score in the same school over a particular year period of time. The needed data of the school consisted of 1) prior and post achievement 2) school SES 3) school size 4) percentage of qualified teacher. The needed data of education service area consisted of 1) Education Service Area SES 2) Education Service Area size 3) the evaluation result of administrative efficiency Data from the questionnaires were edited, cleaned, and saved for analysis. Firstly, the statistical assumptions were examined, descriptive statistics, and mean comparison were employed using SPSS for windows version 11.5. Secondly, both the validation of the model and value-added analysis were performed using HLM program version 6.02 Phase 2 aim to study the case of school and educational service area, the study issue concern about educational management process. Using qualitative approach employed three case studies. Information from phase 1 will be taken to specify the case study. Each case consisted of school and educational service area. The research instruments consisted of two interview forms: one for student, school teacher and school principals, and the other for educational administrator and educational concerns. The collected data will be select, focus, simplify, and transform that appear in written up field notes or transcriptions, do the data need to be condensed for the sake of manageability and made intelligible in terms of the issues being addressed. Phase 3 aim to design and develop the evaluation checklist for enhancing educational management process. Using Research and Development (R&D) approach. Information from phase 2 will be taken to design evaluation checklist for enhancing educational management process. The research instruments consisted of two evaluation checklists. One for school teacher /school principals, and the other for educational administrator. Investigating the quality of developed evaluation checklists, using the evaluation standard (Stufflebeam, 1981) consisted of 1) Utility Standard 2) Feasibility Standard 3) Propriety Standard and 4) Accuracy Standard

Anticipated findings At present, it is on the process of academic achievement value-added modeling and is anticipated that the research results would be of great advantages to schools and educational service area for enhancing the educational management process. Such mechanism will provide meaningful assessment. It also gives all agencies responsible for education provision from those at the national level to the smallest - i.e. educational institutions and classrooms, the incentives for self-evaluation so that the quality of education will be continuously enhanced. Conclusions and implications The goal of developing academic achievement value-added model and evaluation checklist are for enhancing educational management process and improving educational quality continuously. Moreover, the research results will also response to the tenth National Plan of for Economic and Social Development 2007 – 2011. In conclusion, I hope the idea from this research for further research provide the guideline in term of considering alternative methods to enhancing the quality of education in Thailand.