The Development of Quality Indicators for External Assessment Reports of Basic Education Schools

Abstract

This research aimed to 1) develop quality indicators for external assessment reports of basic education schools; and 2) evaluate the results of the implementation of these quality indicators in assessing the quality of basic education schools. The research was divided into two phrases. The first phase was the development of quality indicators for the external assessment reports of basic education schools. In this phase, the informants consisted of seven experts with experience in evaluating and reviewing quality of external assessment reports of basic education schools. The tools used included the interview questions for the discussion group and an evaluation form for the external assessment reports of basic education schools. The second phase was the evaluation of the implementation of these quality indicators in assessing the quality of basic education schools. The sample included 34 reviewers who had experience in inspecting the quality indicators in assessing the quality of basic education schools, obtained by purposive selection. An evaluation form for assessment of the external assessment reports of basic education schools and an evaluation form for assessment of results of the implementation of the quality indicators in assessing the quality of basic education schools were employed as research tools. The gathered data were analyzed using the percentage, mean, and standard deviation. Intraclass correlation coefficient (ICC) was used to assess the reliability among reviewers. The results revealed the following: 1) The quality indicators of the external assessment reports of basic education schools consisted of four standards: the first standard was the appropriateness of the assessment, with two indicators; the second standard was the accuracy of the assessment results, with four indicators; the third standard was the usefulness of the assessment, with two indicators; and the fourth standard was the feasibility of recommendations, with two indicators.  All indicators were found to be appropriate at the good level or higher. 2) The results of the implementation of these quality indicators in assessing the quality of basic education schools showed an overall reliability of 1.00, and all quality indicators had the usefulness, feasibility, appropriateness and accuracy at the highest level.