HKIER

摘要

本文發展了一個多層面多指標的架構以評估香港小學的教育質素。本架構較重學校過程特徵，而所選指標 有過往研究及先導性研究支持。基於這架構，本研究描繪了香港小學的教育質素，所得質素剖析圖結果，可用於內部發展、向外問責也可作教育發展決策之用。此外，又由於本架構基於東、西方文獻發展而來，希望可以對本地及國際的教育質素的政策討論、研究理念及實踐有所貢獻。
（本文為「香港小學教育質素研究計劃」報告之一。該項計劃曾獲大學理工撥款委員會贊助研究經費。作者謹此致謝。）

Abstract

In the light of the recent trend of education indicator development and the advances in school effectiveness research, this paper develops a framework including multi-levels and multi-indicators to assess education quality in Hong Kong primary schools. The framework is more concerned with process characteristics in schools and the selection of multi-indicators is supported by research evidence from the past studies and the pilot study. It assumes that education quality in school can be indicated by the overall performance of school members at the individual level, the group level, and the organizational level; the affective, cognitive, and behavioral components of performance; and the satisfaction, perception, and performance of the key school actors.

The framework was used to assess the education quality of a random sample of 90 Hong Kong schools involving 90 principals, 2,117 teachers, 280 classes, and 13,520 primary 6 students. The findings provide an useful profile of education quality in primary schools that can be used to plan school internal development, report accountability to the public, and making policy for enhancement of education quality. This framework can contribute to the growing public concern, policy discussion, research conceptualization, and practice on education quality and school development in both local and international contexts.