THAI EARLY CHILDHOOD EDUCATION EXTERNAL ASSESSOR COMPETENCY INDICATOR DEVELOPMENT

Abstract

The study’s intent was to develop competency indicators for use by Thai early childhood
education (ECE) external assessors (EA) by the use of a qualitative research methodology. Ten experts identified three main elements, 17 sub-elements, and 59 indicators. After which, two focus groups of ten experts each determined which elements/indicators they deemed as most important. The competencies were then grouped into three main elements including knowledge, skills and personality. Analysis of the data by use of SPSS Statistics v.21 included the mean (???? ), the standard deviation (S.D.), and Cohen’s kappa coefficient (κ). The study’s results from the two focus groups of experts revealed that they perceived the external accessor’s skills as most important. This was closely followed by each EA’s personality, then their personal knowledge. Furthermore, both focus groups were in near agreement of subelement EA competency appropriateness. In Group 1 these were the accessor's quality assurance attitude, their honesty, the need for continual educational self-development, and their ability at information technology utilization. In Group 2, qualities deemed most important were the accessor's planning abilities, the need for continual educational self-development, their quality assurance attitude, and their honesty.