The Meta-Evaluation of the Self Assessment Report of Expansion Schools under Office of Chiangrai Educational Services Area.

Abstract

The purposes of this research were to evaluate the self assessment report of the schools, to study the making process of the self assessment report and to study the needs of the stakeholder. The sample used were  48 self assessment report of the extension schools  under the Office of  Chiangrai Educational Services Area, Region 1 - 4 which were from the stratified random sampling. There were three phrases of the research ; the first was the evaluation of the self assessment report, the second was the study of the making process of the self assessment report and the third phrase was the study of the stakeholders’ needs.  The research instruments drawn for this study were nine series consisted of 3 sets of the evaluation forms, 3 sets of the questionnaire and the interview forms of the report makers, the administrators, the external auditors and 3 sets of the in depth interviews for the report makers, the administrators, the external auditors. The results of the study were found as follows;

               The self assessment report was done in the form of the Office of  Educational Services Area by the report makers team assigned the responsibility  of each person on each standard. The report presentation was not relevant to the standard and the indicator. The objectives were not relevant and covered to the indicator of the Basic Education standard. The goal determination was not relevant to the objective. The large sized school could  present the self assessment report quite well while the small sized school did not have all data especially the result of the educational quality development in the whole year which were from the result of project or activity organization for the learners.  It lacked of the evidence of the percentage appeared in the report.  Most of the data was from the estimation

               The making process of the self assessment report was done by the meeting of  the administrators, teachers and the report makers to find out  the strength and the weakness and the recommendations of the  previous quality audit of ONESQA to make the project and the activity to relevant to the standard. The teacher team was responsible for each standard and it depended on the aptitude of each teacher.  In the large sized school, the responsibility division and project or activity organization could be done. The evidence of the data in the self assessment report could be found and the project assessment committee provided the feedback on the result of the project and the activity organization. In the middle and small sized school, there were insufficient personnel and budget. The activity or the project were not done in every standard or cannot be done well because of the small number of the students. Some activity could not be done because of the small number of the students so the development e standard ofthcould not be done as well.

               From the result of the  study of the stakeholders’ needs, it appeared that the report makers, the administrators, and  the external auditors needed the seperation of the school size and the self assessment report should be done by the school size there fore the personnel could be assigned to be responsible in the appropriate duty and  each standard would be effectively done and highly developed.