Competing Values Framework applied to construct school-based curriculum evaluation indicators

• Main Authors: Shiu-chin Chen, 陳秀卿
• Other Authors: Chin-Tsai Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/93463883451749670234

博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 100 === This study was designed to analyze and set the basis for a competing values framework through the integration of curriculum theory, curriculum design, and curriculum evaluation theory in order to develop and construct the competing values of the integrated school-based curriculum evaluation indicators, to assist in the understanding of development in schools based curriculum, and to understand and modify this curriculum throughout various locations, with its difficulties but without bias. In order to achieve the research purpose, I adopted literature review and the Delphi technique questionnaire method for my study. First through the literature review, to clarify the Competing Values Framework. The school-based curriculum evaluation focused on concepts and relationships, and explored the Competing Values Framework in School-based curriculum evaluation’s core definition, in order to find elements to fittingly develop the definition and the indication under each Competing Values Framework side. Finally, using the Delphi technique questionnaire, assessed through three rounds of the Delphi technique with 20 experts participating, examined the definition and the indication of each Competing Values Framework side whether it is exhaustive or not, and considered the appropriateness of the overall indicators, to completely construct the Competing values of school-based curriculum evaluation indicators of the research. This research establishes a total of 65 indicators and is divided into: 15 indicators in the field of innovation and change,18 indicators in the interpersonal field, 17 indicators of the internal process and 15 indicators in the field of innovation and change. From the literature, research, and the data from the Delphi questionnaire, a number of conclusions can be made: （1）The Competing Values Framework is well suited for a school-based curriculum evaluation. （2）Integrating the Competing Values Framework, Curriculum-related theories development, and the Competing Values Framework School-based curriculum evaluation for each quadrant’s definition, can achieve the functionality of the Integrated Curriculum Evaluation. （3）According to the Competing School-based curriculum evaluation from each quadrant’s definition, the construction of Competing values of school-based curriculum evaluation indicators can be the guiding principles and references for the development in curriculum- based for the teachers. （4）The quality of indicator framework’s depends on whether or not the way of its construction can cover a multiplicative caring property. This study offers suggestions for reference in accordance with its conclusions. Suggestions for future research： （1）With the Competing Values Framework a school can gain information about the status of the current curriculum and use that information as a reference for future development. （2）Provides a direction toward developing evaluation tools and the development of a diagnostic scale. （3）Provide guiding principles in the evaluation framework to develop complete lesson plans to enhance school curriculum innovation and ability to adapt to change.