Development of External Assessor Standards for Basic Education

Abstract

The purposes of this study were: (1) to develop and examine the quality of external assessor standard indicators for basic education, and (2) to test the developed external assessor standard indicators. This study employed an exploratory sequential mixed-methods design and was conducted in three phases. Phase 1 involved the synthesis and development of a draft of external assessor standards for basic education based on relevant documents, followed by an examination of logical validity through a focus group discussion with nine experts. Phase 2 focused on developing and validating an external assessor standard assessment form based on findings from Phase 1, with content validity and reliability analyses conducted. Phase 3 involved testing the developed standard indicators, in which the discrimination power of the indicators was examined using the known-group technique.
The participants consisted of 42 external assessors. The research instrument was an external assessor standard assessment form for basic education. Data were analyzed using the Shapiro–Wilk W test for normality and the Mann–Whitney U test to examine the discrimination power of the indicators. The results revealed that: (1) the assessment form demonstrated good content validity, with item–objective congruence (IOC) values ranging from .80 to 1.00, and high reliability (α = .97); and (2) the external assessor standards for basic education comprised two standards, five components, and 39 indicators. Standard 1 (Qualifications) included two components: background (five indicators) and disqualifying characteristics (four indicators). Standard 2 (Competency) consisted of three components: knowledge and skills (ten indicators), professional conduct (five indicators), and work performance (fifteen indicators). The external assessor standards were classified into three levels: expert, senior professional, and advisory.