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วจีพร สุขสมบูรณ์
ฉัตรนภา พรหมมา
ระพินทร์ โพธิ์ศรี
อนุรักษ์ ปัญญานุวัฒน์


This research aimed to (1) study status and should be and (2) develop an evaluation model for English Program schools of English Program school by conducting a semi-structured interviewed of 8 sample school’s self-assessment committee from both school types: 4 of English Program schools and 4 of Mini English Program schools, 3 from each one and observing schools’ content. Conducted in-depth interviewing from 25 stakeholders, analyzed contents then developed model. Checked a model quality by using Delphi technique, 17 experts answered the questionnaire, analyzed the median and interquartile range.

The result showed that

1. the present English Program evaluation model was uncompleted as follow: lacking of stakeholders in evaluation, giving only 5 percentage of CEFR test which is an important aim of English Program and using same criteria for English Program and Mini English Program school although the budget and using English as a media hours are different

2. the researcher used strengths, weaknesses and should be conditions to create a CIPA model. The model consists of 6 main elements: (1) objective; (2) evaluated dimensions that comprised of 4 main aspects (context, input, process and achievements in 14 standards 44 indicators); (3) evaluating method; (4) using the evaluation result; (5) time frame and 6) The assessors are from 8 groups of stakeholder’s representative who take all part of evaluation dimension. The experts had a consensus that all dimension of CIPA model is propriety and feasibility: Mdn > 3.5 and IQR ≤ 1.50.


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สุขสมบูรณ์ ว., พรหมมา ฉ., โพธิ์ศรี ร., & ปัญญานุวัฒน์ อ. (2018). AN EVALUATION MODEL FOR ENGLISH PROGRAM SCHOOLS OF ENGLISH PROGRAM SCHOOL. Ph.D. In Social Sciences Journal, 8(1), 48–60. Retrieved from
Research Article


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