| Summary: | 碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 103 === In UNESCO’s (United Nations Educational, Scientific, and Cultural Organization) 6 2000-2015 educational goals, the primary one is “expand early childhood care and education”. As early childhood education is the focus of every country, it is necessary to conduct evaluation as a measure to improve the quality and performance as well as to enhance the development of childhood education and kindergarten.
This paper focuses on the meta-evaluation of basic evaluation toward kindergarten, sampling from the kindergarten in New Taipei City evaluated in 2013 and 2014 school years. The “Meta-evaluation Questionnaire of Basic Kindergarten Evaluation” was first designed based on education literatures and theories with inputs from scholars and experienced teachers according to the relevance of the content.
The research methods: (1) Differentiating analysis of t-test and one-way ANOVA from independent samples;(2) Revision with IPA model on evaluators and pre-school educators’ questionnaire to analyze targeted quality items, which transformed into customer needs in the basic kindergarten evaluation and then concluded as the quality improvement measures with QFD (quality function deployment); and (3) Stepwise regression analysis on meta-evaluation to predict kindergarten enrollment.
The research outcome will be used as the basis of suggestions to enhance evaluated quality areas and improvement action plans in order to reach the goal of evaluations.
The main results of this paper is
1. Current basic kindergarten evaluation fits the standard of meta-evaluation, ranking as “highly”.
2. Pre-school educators in kindergartens have no significant difference on the perceptions between “types of kindergarten” and “scales of kindergarten”.
3. In personal background items on the meta-evaluation of basic kindergarten evaluation, pre-school educators have no significant difference on “overall” perceptions, but with apparent difference on the perceptions toward “feasibility,” “precision,” and “performance” within the 5 types of standard. Perceptions is higher in “director” in terms of positions, higher in “college/university” and “graduate schools (master/Ph. D degrees)” in terms of education, and higher on “less than 5 years” in terms of employment duration.
4. Revised IPA model is utilized to single out targeted areas, which is where evaluators are highly qualified and pre-school educators are less qualified. The outcome is that evaluators are highly professional.
5. The top priority on improving quality is to first open up the dialogues between evaluators and pre-school educators to lessen educators’ doubts toward evaluation, and then seek common grounds in order to increase the supports from educators toward evaluation.
6. The outcomes of meta-evaluation is positive toward enrollment prediction on “performance” and “effectiveness”.
Keywords: Kindergarten, Basic Evaluation, Meta-evaluation, Quality Function Deployment
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