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 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 selfdevelopment, their quality assurance attitude, and their honesty.