Design of Educational Quality Assurance System for Driving Policy of Educational Reform in Thailand: Theory-based Evaluation

Abstract

Thailand's first educational reform took place in 1999. The quality assurance system in the past found many problems such as (1) teachers having incorrect concepts for assuring and evaluating the quality of education (2) lack of involvement and participation from parents, the community, and external organizations and (3) the system is not suitable with the context of school. The purpose of this study was to design an educational quality assurance system for driving policy of educational reform by using theory-based evaluation and having 3 specific objectives: (1) to develop a program theory about an educational quality assurance system (2) to develop this educational quality assurance system, and (3) to examine and evaluate this system. The sample comprised of documents and stakeholders. The data was analyzed by content analysis and descriptive statistics. Findings indicated that (1) the program theory consisted of an action model which included an organization, principal, teacher and boundary partner. The change model consisted of: 1) reduction of misconception 2) needs assessment 3) support from boundary partners, and 4) development of executive leaders (2) the system consisted of 5 elements: needs assessment, planning, implementation, audit and assessment. Also included was utilization and development. The users who evaluated this system were of a high level.