การพัฒนาแนวทางการเก็บข้อมูลโรงเรียนสำหรับผู้ประเมินภายนอก / นันทิยา บุญสวัสดิ์ = A development of guidelines for school data collection for external evaluators / Nuntiya Boonsawad
To develop guidelines for school data collection for external evaluators. The methods of the study were divided into 3 stages as follows: Stage 1: To prepare the related information for designing the guideline for school data collection. Four activities had been conducted at this stage. They were (1) To study the concept of external evaluation based on the review of literature. (2) To study the problems occurred in school evaluation based on the information gathered from involved people in external evaluation activities. The sample of this stage was 116 participants in the training organized by The Office of the National Education Standards and Quality Assessment and the trainers specialized in external evaluation field. The research instruments were questionaire. Data were analyzed by using frequencies, percentage, mean, and standard deviation. (3) To analyze the content in Self Study Reports of 25 basic education schools in order to get the information regarding the evidences used for external evaluation. And (4) To observe the process of school evaluation and development by site visiting in 2 basic education schools. All of the information from each activity were synthesized and used to construct the first draft of guidelines for school data collection. Stage 2: To construct and develop guidelines for school data collection. It involved 2 processes in this stage. They were (1) to design and construct guidelines for school data collection. (2) To experiment the developed the tool. Stage 3: To evaluate the quality of guidelines for school data collection based on expert judgment. The quality of guidelines for school data collection was checked based on 6 criteria. They were (1) The toolkit should respond to the needs of users in term of the utility and completeness of information. (2) It should be ease of use. (3) It should be relevant to evaluation practices determined by The Office of the National Education Standards and Quality Assessment. (4) It should enhance the users to understand the process of education procedure responding to learning reform policy. (5) It should reduce the time for school visit preparation. (6) It should help evaluators to design an systematic school evaluation. Based on the questionnaire survey, it was found that the involved people in external evaluation activity lacked the evaluation tool. Around 87.9% need the tool. Most of them preferred the tool with interview guides and the sample of evidences to be collected in school evaluation. The developed of guidelines for school data collection consisted of 3 significant parts. The first part is the introduction consisting of the objectives, the way to use the tool, and data collection method, The second part consists the method of data collection. The third part provides the basic information on the educational management in the line of learning reform. Based on the expert judgment, Guidelines for school data collection were rated as highly appropriate to be used in the preparation of school evaluation planning.
