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21 December 2021 | อ่าน 128 ครั้ง

Framework for the External Quality Assurance for Basic Education

 

EQA is based on the results of performance of the assessed institution in accordance with the internal quality assurance system, including: 1) suitability and feasibility; 2) reliability; and 3) effectiveness. Assessment will draw aspects from 3 example of aspects for considerations, namely: 1) learner quality; 2) management and management processes; and 3) teaching and learning process focusing on learner-centered. In case, the assessed institution sets its own standards other these three aspects, external assessors can adjust the guidelines and criteria for assessment in accordance with the set standards of the assessed institution. IQA system of the assessed institution will be considered in accordance with its goals depending on the institutional context. The mission of institution has to be in line with the national education policy and plan, as well as complying with the policies or focus of the parent organization. It has to reflect the quality of management; educational management process; enhancing students’ achievements and their desirable attributes; and availability of educational infrastructure conducive to encourage continuous self-learning of students. Therefore, EQA conducted by ONESQA is a verification of performance of assessed institution and no new standards imposed for EQA. That is EQA is in accordance with IQA standards derived from mutual agreements between education institutions and their parent organizations. If any education institution formulated its own IQA standards and approved by its parent organization, the IQA standards can be adopted for implementation in the institution.

Guidelines for determining and judging quality level

ONESQA has formulated guidelines for determining and judging quality level with examples of three determining aspects as follows:

Aspect Determining issue Description
1. Learner quality 1.1 Suitability and feasibility Consideration will be based on goals/criteria for developing learners that correspond to the context and actual condition of learners.
 1.2 Reliability  Consideration will be focused on the process and results of the student quality assessment together with the results of the examination based on actual conditions or observable evidences. This method relies on multiple sources of data to verify and to reconfirm in order to assure the consistency of the decision, which will reflect the reliability of the assessment results.
 1.3 Effectiveness Consideration will be based on the results of the development of performances of the learners according to the criteria of each level of education and the context of education institution. This is to verify whether students have any improvement comparing with previous academic years. The information will expose how well students maintain levels of their development in learning, or their learning is at similar level to the previous year. In addition, the information can indicate decreasing proportion of slow-developing learners or special needs groups of learners. It, also, can provide information on innovation and good practices by considering concepts, methods, and creative activities that have been applied for self-development, or changes in problem solving in trying to enhance higher competencies by institutions themselves that can serve as role model for others.
2. Management and management processes 2.1 Systematization Consideration will be based on effectiveness of the operation of education institution and the sustainability of the process. Aspects on the participation of all stakeholders; clearly defined goals and implementation; follow-up and continuous improvement will be brought into consideration.
2.2 Reliability Consideration will be based on the process and self-assessment results of the institution to be checked against the results of the examination of the actual conditions or observable evidences. Multiple sources of data should be verified to determine the consistency of the judgment to confirm whether the decisions are consistent, which will reflect the reliability of the assessment results.
2.3 Effectiveness Consideration will be focused on the results of comprehensive education institution management including information on leadership, teacher and educational personnel development, information technology, curriculum, counseling system, etc. The information will be checked against the goals or objectives prescribed by the education institution, as well as good relations among students, teachers, board of the institution, and stakeholders. The decisive elements also include innovation and good practices by considering concepts, methods, new creative activities that have been incorporated for the institution improvement, changes for problem solving, development of institutional management system to increase efficiency and effectiveness of the institution that can serve as role model for others.
3. Teaching and learning process focusing on learner-centered 3.1 Systemization Consideration will be based on effective of the teaching and learning process, focusing on learner-centered learning and organizing of supplementary activities that are consistent with local and community contexts based on the interests of learners. Learners should have opportunity to participate in formulating learning contents, as well as extra-curricular activities. Allow students to take part in designing creative learning and exchanges opportunities, managing classroom, organizing learning environment in the class. They should also participate in designing learning measurement and evaluation tools for learning outcome. The evaluation results should provide feedback information so that students can apply the results for self-improvement, including teachers' self-improvement and continuous improvement of the teacher profession.
3.2 Reliability Consideration will be based on the process and self-assessment results of the institution to be checked against the results of the examination of the actual conditions or observable evidences. Multiple sources of data should be verified to determine the consistency of the judgment to confirm whether the decisions are consistent, which will reflect the reliability of the assessment results.
3.3 Effectiveness Consideration will be based on the performance of teachers covering the teaching and learning, classroom management, self-development and professional development according to the goals or objectives formulated by the institution. Determining issues also include innovation, best practices by considering concepts, methods, new creative activities that have been incorporated for the improvement, changes for problem solving, developing teaching and learning to increase effectiveness and efficiency of education that can serve as role model for others.

“Basic Standards” for quality assessment for basic education

There are five quality levels for the EQA Basic Standards for basic education. Each quality level is qualitative judgments that reflect the actual performance of the institution. They are as follows:

Outstanding quality level means that the assessed education institution has implemented in consistent with the criteria completely, appropriately, and feasibly. The process, together with the quality assessment results are reliable. It has affected the improvement of the quality of learners and their continuous developments. The achievements are satisfied by all parties and providing innovation or good example for others.
Very good quality level means that the assessed early childhood development institution has operated in consistent with the criteria completely, appropriately, and feasibly. The Process, together with the quality assessment results are reliable. It has affected the development of the quality of children and their continuous developments.
Very good quality level means that the assessed institution has operated in consistent with the criteria completely, appropriately, and feasibly. The Process, together with the quality assessment results are reliable. It has affected the improvement of the quality of learners and their continuous developments.
Good quality level means that the assessed institution has operated in consistent with the criteria completely, appropriately, and feasibly. The Process, together with the quality assessment results are reliable. It has affected the upgrade of the quality of learners.
Average quality level means that the assessed institution has operated appropriately and feasibly. The process, together with the quality assessment results are reliable, meets the criteria, but does not meet some of the requirements.
Need improvement level means that the assessed institution cannot meet most of the criteria.

 

Part 2: “Par Excellence” Assessment for basic education

The “Par Excellence” assessment is an option for education institution to manifest the outstanding performances of the assessed institution in various areas. It also provides opportunity for assessed institution to play a role model for development in different aspects, in order to accelerate the quality of institution to become higher competent institution ready for future international competitions.

The volunteer institution will submit its request for ONESQA “Par Excellence” assessment for its standards. In this regard, it is the voluntary for any institution to apply or not for such EQA category.

The quality dimensions that education institution can apply for the “Par Excellence” assessment are as follows:

  1. Academic capability alongside with morality: Education institution has to proof that it has maintained scholastic achievements and its students have continuous development for three consecutive years. For examples science/technology schools, along with the development of key attributes such as integrity, disciplinary, self-sufficiency values, responsibility, public minded, or other.
  2. Languages and communication competencies: Development of quality of learners such as Thai, English, Chinese, etc.
  3. Essential specialized capabilities: Students’ skills or creative works relating to innovation, invention, professional skills (agriculture, entrepreneurship), sports, music, art, media development skills, technology, etc. Other talents include leadership; or life skills such as literacy, living, life, career skill development, etc.
  4. Education Management: Quality education management for students with special needs, gifted, disadvantaged group. The institution has outstanding learning innovation, outstanding research and development for innovative learning, outstanding community participation, or receive international standards recognition for its quality of education management, etc.
  5. Other features as declared by the education institution as its unique identity: There are list of unique identity or identities declared by the assessed education institution that are systematically planned and developed. Subsequently, the unique identity has been successfully implemented and recognized at the regional, national or international acknowledgement.

Guidelines for determining the “Par Excellence” assessment are as follows:

Judging the “Par Excellence” quality level will determine the achievement by considering proportion, percentage compared to all number of students and the quantity of their academic outputs as recognized by the regional, national, international academic community. There are 3 quality levels as follows:

Assessment criteria Quality Level
Education institution can achieve the desired results and serve as a good model. It is considered as outstanding and recognized internationally. C3
Education institution can achieve the desired results and serve as a good model. It is considered as outstanding and recognized nationally. C2
Education institutions can achieve the desired results and serve as a good model. It is considered as outstanding and recognized locally and regionally. C1

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