其他摘要：The objectives of this research are to construct and verify the quality of an integration ability test and to study integration ability based on STEM Education among Grade Nine students. The samples consisted of 593 Early Childhood Education students in Grade Nine and under the authority of the Chainat Provincial Education Office in the 2019 academic year. The participants were sampled using Multi-stage sampling. The research instrument was a situational test that measures integration ability in terms. It covered three subjects: Science, Technology and Mathematics and Engineering Design Process in five stages: (1) problem identification; (2) related information searching; (3) solution design; (4) planning and development; and (5) testing, evaluation and design improvement. The verification of the quality of integration ability tests by the Generalized Partial Credit Model (GPCM) and verified integration ability with STEM Education by mean and standard deviation. The results of study were as follows: (1) the integration ability test consisted of 10 situations and a total of 70 questions. When verifying quality using Classical Test Theory, there were 35 questions in five situations that passed and with a CVI at 1.00, difficulty has values from 0.41 to 0.80 and discrimination values from 0.21 to 0.69; (2) to verify the quality of the G-PCM Model with items in five stages, according to Engineering Design Process. The Value Discrimination Parameter (αi) from stages one to five had values from 0.66 to 1.60. The value Difficulty Parameter (δij) had values from -2.28 to 1.69. The test Information had the highest value, when the participants had an integration ability level based on STEM Education; and (3) the students had a 41.14-point mean of integrating ability out of a full 80 and standard deviation had a 17.92.
