Evaluation of Self-Reported School Assessment Index: A Comparative Study of Secondary School Performance in Indonesia, Kyrgyzstan, and Tanzania

Abstract

Developing a school assessment index with accurate indicators that provide a clear and comprehensive picture of how well an educational training or intervention has been carried out is essential when evaluating and assessing an educational intervention. Such a school performance framework helps determine the most critical areas needing attention for curriculum planning, intervention, and policy making. However, creating a framework that systematically measures school performance requires extensive research and analysis. This paper reviews the evaluation and assessment criteria based on educational training programs conducted by the NAMA Foundation in 2020-2021 in three developing countries: Indonesia, Kyrgyzstan, and Tanzania. A synthesis of the data and results will then be used to prepare a report comparing the experiences and lessons learned for future educational development and policy. The study implemented a mixed-method approach to collect and interpret data from six secondary schools in the three countries. The instrument used was the NAMA Theory of Change (ToC) Framework, used as a basis for a School Assessment Index. The analysis of the research findings compared the means of the data obtained. In addition, NVivo qualitative research software was used to generate in-depth findings about the domains and indicators of the ToC framework. Recommendations of the study include a discussion about the concept of school performance, its assessment and evaluation, and the selection of effective school performance indicators for future implementation.