การวิเคราะห์มโนทัศน์และการปฏิบัติงานประเมินผลภายในสถานศึกษาขั้นพื้นฐาน / สุกัญญา แช่มช้อย = An analysis of concepts and implementation of internal evaluation in basic education institutions / Sukanya Chamcoy
The purposes of this research were (1) to study concepts and implementation of internal evaluation in basic education institution and (2) to analyze implementation conditions, problems, threats, solutions and factors affecting implementation of both high and low successful schools by quantitative and qualitative research methods. The sample was 929 teachers in 61 schools under the resoonsibilitv of Office of the National Primary Education Commission (ONPEC). The research instrument is a set of questionnaires to clarify level of schools’ concepts and implementation and selected 2 cases study. The data was analyzed by SPSS for Windows and qualitative methods. The research findings were summarized as follows: 1. The number of schools were divided into 4 format: The high concepts-high implementation schools (format 1) was the least (21.30%) but the high concepts-low implementation schools (format 2), the low concepts-high implementation schools (format 3) and the low concepts-low implementation schools (format 4) were equal (26.20%). 2. The arithmetic mean of concepts in school format 2 were 34.35 and the arithmetic mean of implementation in school format 2 were 1.38. 3. For the implementation of internal evaluation in basic education institution it had been found that all 4 groups had consistency of implementation. There were only a few schools in the first group that have different implementation as follows: (1) skill development of internal evaluation in institution by training the key teachers that will contribute their knowledge to all teachers thereafter (2) control and follow -up to encourage and promote the implementation as planned, this will be implemented 3 times a semester (3) report of self evaluation once a semester. 4. Implementation characteristic of internal evaluation in the high successful schools was contributed from performing of the foil cycle PDCA continuously. But the low successful schools, they perform just onlv P and D process only. 5. Success factor of implementation of internal evaluation were (1) leadership of principal (2) readiness of staffs in working (3) teamwork (4) continuously implementation and built in school’s working cycle (5) communities participation (6) sense of belonging in school.
