The purpose of the research is to construct Operation Evaluation Indicator of Compulsory Education Advisory Group by means of CIPP Evaluation Mode. There are 4 evaluation levels, 18 evaluation items, and 63 evaluation indicators concluded through literature review, document analyses from Ministry of Education, and those concerning compulsory education advisory groups of 10 counties and cities. The researcher conducted three rounds of Delphi questionnaires through Delphi Technique counseling group with 29 persons, including administrators of Educational Bureaus of City and County Governments, scholars, professionals, curriculum supervisors, members of compulsory education advisory groups, school administrators and teachers, to seek the suitability and feasibility of evaluation indicators and to view the discrimination and internal consistency of evaluation indicators in accordance with 214 questionnaires from three counties and cities. Lastly, the researcher discussed the current condition of the operation of compulsory education advisory groups, difference of diverse Context forms, and the relativity between each level of CIPP according to returned 640 questionnaires presented to compulsory education advisers from 23 counties and cities of the whole country.
Conclusions of the research are as follows:
1. Regarding implications of constructing Evaluation Indicators
Operation Evaluation Indicators of Compulsory Advisory Group constructed by CIPP four evaluation levels, namely, context, input, process and product, includes 18 evaluation items, 63 evaluation indicators, provided with curriculum profession and administrative performance.
2. Regarding current condition of the organizational operation of compulsory education advisory groups from every country and city.
(1) The performance of members of advisory groups in 23 counties and cities was between ¡§Conformable¡¨ and ¡§Very Conformable.¡¨
(2) As for the average score of 23 counties and cities, there¡¦s bigger difference between the country or city with the highest score and that with the lowest score.
(3) The performance of four evaluation levels is divided into ¡§Context Evaluation Level,¡¨ ¡§Product Evaluation Level,¡¨ ¡§Input Evaluation Level.¡¨ and ¡§Process Evaluation Level.¡¨
(4) Among 18 evaluation items, ¡§Program Establishment¡¨ and ¡§School Consulting Service¡¨ have the best performance; ¡§Material Resources¡¨ and ¡§R&D Media Teaching Material¡¨ have the worst performance.
3. Regarding performance difference in whole Evaluation of compulsory education advisory groups under different Context variables.
(1) As for comparison between compulsory education advisory groups of metropolitan counties and cities, there¡¦s no outstanding difference in the whole evaluation, but there¡¦re outstanding differences in the performance of ¡§Action Research¡¨ and ¡§Execution Features¡¨ among 18 evaluation items.
(2) As for comparison between compulsory education advisory groups of municipalities and those of non-municipalities, there¡¦re outstanding differences in whole evaluation and advisory groups of municipalities score higher than those of non-municipalities. However, if it¡¦s compared with evaluation items, 10 evaluation items in total had outstanding differences, and 8 evaluation items did not.
(3) As for comparison of having full-time advisers or not, there¡¦re outstanding differences in the performance of whole evaluation, evaluation levels, and evaluation items and the performance of compulsory education advisory groups with full-time advisers was better than those without full-time advisers.
(4) As for comparison between ¡§Pass¡¨ and ¡§Pass after amendment¡¨ types examined by Ministry of Education in 2006, there¡¦re outstanding differences in the performance of whole evaluation, and compulsory education advisory groups which ¡§Pass¡¨ the examination performed better than those ¡§Pass after amendment.¡¨ But if it¡¦s compared with evaluation items, 15 evaluation items in total had outstanding differences, but there¡¦re no outstanding difference in ¡§Relevant backup,¡¨ ¡§Assistance in teachers¡¦ growth of profession,¡¨ and Execution features of counties and cities.¡¨
4. Regarding the correlation between Product Evaluation Level and Context, Input, and Process Evaluation Levels
(1) It shows positive correlation between Product Evaluation Level and Context, Input, Process Evaluation Levels.
(2) It shows outstandingly positive correlation between Product Evaluation Level and 13 evaluation items of other three evaluation levels.
According to conclusions of the research, here are suggestions to Ministry of Education, Education Bureau and Advisory Group of each county and city as below
1. Suggestions to Ministry of Education
(1) Apply evaluation indicators developed by the research
(2) Continue providing financial resources for Advisory Group of each county and city
(3) Promote legalization of Advisory Group
(4) Encourage Advisory Group of each county and city to innovate and establish
features actively
2. Suggestions to Education Bureaus of counties and cities
(1) Recruit full-time advisors
(2) Construct human resources managing system for advisors
(3) Establish self-evaluation mechanism of Advisory Groups of counties and cities
(4) Construct the stage of ¡§Self-fulfillment¡¨ for advisers
3. Suggestions to Advisory Group of each county and city
(1) Establish professional image of advisers as ¡§Expert Teacher¡¨
(2) Establish the mechanism of emotional interdependence and lateral communication between advisers
(3) Continue promoting consulting service to school teachers
(4) Strengthen advisers¡¦ abilities of applying information media.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0912106-050045 |
| Date | 12 September 2006 |
| Creators | Lai, Jung-fei |
| Contributors | Pei-yi, Jin-ding Zheng, Cai-feng Zheng |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0912106-050045 |
| Rights | not_available, Copyright information available at source archive |
Page generated in 0.0023 seconds