A Model of Integration-oriented Assessment-the Six-Year School Guidance Program of the Ministry of Education in Taiwan

• Main Authors: Cheng Chorng-chen, 鄭崇趁
• Other Authors: Lin Pang-jye
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/96813951927732343265

博士 === 國立政治大學 === 教育學系 === 87 === This study is to use an integration-oriented assessment method to evaluate the implementation results of the "Six-Year School Guidance Program of the Ministry of Education" in Taiwan. To give a theoretical basis of this study, a literature review is first applied as part of the methodology to analyze the program''''''''s assessment methods and the implications of the integration-oriented assessment method in this program. To this end, it also analyzes education planning theories and student counseling services at schools. The study also provides a brief introduction to the Ministry of Education''''''''s "Six-Year School Guidance Program," and the program''''''''s implementation process, achievements and performance efficiency. The Delphi method is later applied to ensure the study''''''''s assessment indicators based on which a questionnaire and a number of questions for interview are designed. The results of the survey and interview, in comparison with those of the theoretical analysis in the literature review, are finally studied. Results: 1. The integration-oriented assessment method was found to boast of the benefits of the target-oriented, CIPP and theory-oriented assessment methods, so it is a method that can be used to analyze mid-term and long-term administrative projects more efficiently and objectively. 2. Following the integration-oriented assessment method, the Ministry of Education''''''''s "Six-year School Guidance Program" gained an average score of 72.1, with the five studied aspects being scored as follows: a. Program Contents: 72.2b. Planning: 76.8 c. Program Strategy: 76.6d. Implementation process: 70.3 e. Efficiency: 59.7 The performance efficiency failed to score more than 60 because the budget set aside for this program has been slashed while only a bit more than one third of the expected works have been completed. 3. According to the analysis results acquired through the integrated-oriented assessment method, the Six-year School Guidance Program''''''''s "planning process," "framework," "methodology strategy" and "target strategy" were found to own the benefits and characteristics of a mid-term and long-term program. In terms of efficiency in "quantity," "achievement," "quality" and "professional support," the program has instead shown deficiency and incompleteness. 4. Different groups of respondents in the questionnaire and interview have also shown a significant variety of opinions over the guidance program. In terms of gender, the program was considered more acceptable to males than females. In terms of occupation, school principals and directors of guidance offices found themselves more satisfied with the program than other colleagues. In terms of school, those who work at primary or junior high schools found the program more acceptable than those who work at colleges or universities. In terms of service years, it has apparently shown a tendency that the program is more satisfactory to senior personnel. As for professional background, those who can benefit directly from the program found it more helpful. 5. The Ministry of Education has managed to complete about 40 percent of the school guidance program''''''''s overall goals. In the first stage, the ministry managed to achieve about 60 percent of its goals. In the second stage, it completed about 50 percent, while only 30 percent were fulfilled in the third stage. 6. Judging from the target works of the guidance program, it was found that it would take three to five years for most of the planned projects to become routine guidance works at school. It was also found that it would take six to ten years to set up a qualification system for professional student counseling workers. Suggestions: 1. In terms of program assessment, it is highly recommended to promote such a method as integration-oriented assessment. 2. In terms of guidance services, it is suggested to establish a research center on juvenile problems and student guidance affairs, to build evaluation indicators on youth culture and mentality, to push forward a school-based teacher in-service training program on school guidance and to issue aptitude passports for qualified guidance teachers. It is also suggested to systematically regulate teachers'''''''' duties in student guidance, to build a multi-level guidance networking system, to comprehensively enforce a guidance adoption system for career planning and to design an aid package for problematic families. Moreover, it is suggested to integrate the disciplinary and guidance works for better interaction between school disciplinary and guidance personnel, to promote alternative education programs, and to set up a qualification system for professional counseling workers. 3. In terms of education planning, it is suggested to extensively push forward well-designed mid-term and long-term administrative work plans, to formulate progressive mid-term and long-term policies, to strengthen the training of education talents, to establish an education program implementation mechanism, and to enforce comprehensive annual school plans.