Development of the School Quality Indicators on Learning Achievement : Applying Linear Equating Method and Value - Added Analysis

Abstract

The research was aimed to develop school quality indicators on learning achievement. Linear equating method and value - added analysis were applied. The data used in this research was the secondary data from the sample schools, i.e., GPAX, the results of O - NET 2017 from the National Institute of Educational Testing Service (Public Organization), and 226 sample schools obtained from multistage sampling. The research instruments included GPAX record forms and an O - NET score record forms. The data was analyzed by SPSS19 and HLM version 7.03.

The findings revealed that 1) GPAX throughout the curriculum of senior high schools, of which their influence of size was eliminated (LGPA) and no size difference, after equating GPAX (EqGPAX) possessed the maximum value = 3.757, the minimum value = 0.340, mean = 2.440, and SD = 0.455. GPAX distribution after EqGPAX was a normal curve. 2) The maximum value of educational value-added score = 0.261, the minimum value = -0.261, mean = 0.000, and standard error (SE) = 0.005. The value - added distribution was a normal curve. 3) With regard to clustering school quality based on the value-added score in compliance with the criteria of value - added score rating (VAS rating), it was found that the quality of most value - added scores was B (good), totally 91 schools; followed by moderate, excellent, and improvement levels (73, 32, and 30 schools), respectively.