- In the contents included in the survey, only the 6th content "Creating a basis for proposing superiors to recognize schools that meet educational quality standards" has 100% of opinions agreeing to classify it as the purpose of educational quality assessment, the remaining contents have opinions that are still hesitant and disagree.
- The second and fourth contents are the main purposes of educational quality assurance, but only 91.7% and 85.0% of opinions agree (equal to or lower than the first, third and fifth contents). This proves that there is still a part of managers and teachers of secondary schools who do not really understand the purpose of educational quality assurance in schools, so they evaluate like that.
- Assessment of educational quality of schools is an integral part of school quality assessment. Secondary schools still have managers and teachers who do not fully or correctly understand the purpose of educational quality assessment, so they will not be able to properly and well carry out assessment work, which can easily lead to incorrect assessments of educational quality.
2.3.2. Current awareness of managers and teachers about the meaning and role of educational quality assessment activities in secondary schools
To study the current awareness of managers and teachers about the meaning and role of educational quality assessment activities in secondary schools, I used a survey form (question 2, survey form 1, appendix 2.1) for 60 managers and teachers. After analyzing the data, the results were as follows:
Table 2.2. Perceptions of managers and teachers about the meaning and role of quality assurance in secondary
STT
The role of KĐCLGD | Reviews | ||||||
Agree | Confused | Disagree | |||||
SL | TL% | SL | TL% | SL | TL% | ||
1 | Helping education administrators look back at how all the activities were carried out | 60 | 100.0 | 0 | 0.0 | 0 | 0.0 |
2 | Help school administrators adjust activities according to a certain standard | 58 | 96.7 | 0 | 0.0 | 2 | 3.3 |
3 | Helps schools determine the extent to which they are meeting educational goals education according to assessment standards | 60 | 100.0 | 0 | 0.0 | 0 | 0.0 |
4 | Know your strengths and weaknesses schools to develop plans to improve the quality of education | 60 | 100.0 | 0 | 0.0 | 0 | 0.0 |
5 | Help secondary schools orient their goals and identify certain quality standards | 60 | 100.0 | 0 | 0.0 | 0 | 0.0 |
6 | Is the driving force to promote good teaching, good learning, good work towards achieving quality goals. education | 57 | 95.0 | 3 | 5.0 | 0 | 0.0 |
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* Comment
- Through the synthesis of survey results in the survey table, it shows that most managers and teachers are aware of the meaning and role of educational quality assessment activities in secondary schools with 95% or more of opinions in agreement.
- There are 6 contents included in the survey on the role and significance of quality assurance activities in secondary schools, of which 4 contents (contents 1, 3, 4 and 5) have 100% agreement (showing correct perception).
- The second content (Helping school boards adjust activities according to a certain standard) had 96.7% of opinions agree, the remaining very small percentage of 3.3% disagreed.
2.3.3. Current status of implementing the principles of educational quality assessment activities in the self-assessment process in secondary schools
To study the current situation of implementing the principles of educational quality assessment in secondary schools, I used a survey form (question 3, survey form 1, appendix 2.1) for 60 managers and teachers. After analyzing the data, the results were as follows:
Table 2.3. Summary of opinions on the level of implementation of principles in self-assessment of educational quality in secondary
STT
Evaluation principles | Level of implementation | Total score | Average score ( | Ranking | ||||
Very good | Good | Not good | Not good | |||||
1 | Independent, unbiased reviews | 6 | 40 | 14 | 0 | 172 | 2.87 | 6 |
2 | Objective, unbiased review | 11 | 40 | 9 | 0 | 182 | 3.03 | 2 |
3 | Evaluate according to the correct standards, criteria | 10 | 40 | 10 | 0 | 180 | 3.00 | 4 |
4 | Honest review of quality education | 16 | 29 | 15 | 0 | 145 | 3.02 | 3 |
5 | Public assessment of quality education | 7 | 40 | 13 | 0 | 174 | 2.90 | 5 |
6 | Transparency of supporting documents Evaluate | 10 | 48 | 2 | 0 | 188 | 3.13 | 1 |
7 | Equality in Education | 6 | 50 | 0 | 0 | 174 | 2.90 | 5 |
8 | Conduct regular self-assessments | 6 | 50 | 0 | 0 | 174 | 2.90 | 5 |
* Comment
Looking at the survey data analysis table, we can draw the following observations:
- All principles in the quality assurance process, specifically in the quality assurance process of secondary schools, are assessed at different levels of implementation, but no principle is assessed as poorly implemented.
- 2/8 of the 7th principle "Equality in Education Quality Assurance" and the 8th principle "Periodically conducting self-assessment" were both assessed at good and very good levels of implementation. This proves that secondary schools in Thai Nguyen city have well implemented the direction of the City Department of Education and Training on the task of education quality assurance in schools.
- All principles assessed at the level of implementation in the Education Quality Assurance have a 
high average score (from 2.87 to 3.13) which means 
= 3.00 good level of implementation. This shows that secondary schools implement the principles of Education Quality Assurance quite well in the process of school self-assessment. This is also one of the factors contributing to the good implementation of the requirements of Education Quality Assurance in schools.
- Principles such as objective assessment, assessment according to correct criteria, honest assessment, transparent assessment are very basic assessment principles in KĐCLGD, all ranked at implementation levels from 1 to 4.
- However, there are still some principles such as principle 1 (Independent assessment, not influenced) and principle 3 (Assessment according to standards and criteria), principle 4 (Honest assessment of educational quality) and principle 5 (Open assessment of educational quality) that many opinions still believe that the implementation of these principles in the process of educational quality assessment in schools is not good, accounting for a rate of 16.6% to 25.0%. Thus, it can be understood that the implementation of principles in the process of educational quality assessment in schools is not implemented evenly. Some principles are not implemented well in some schools, and some principles are not implemented well in other schools.
2.3.4. Current status of implementing quality assessment contents in secondary schools
To study the current situation of implementing the assessment of the contents of educational quality assessment in secondary schools, I used a survey form (question number 4, survey form number 1, appendix 2.1) for 60 people who are managers and teachers. After analyzing the data, the results were as follows:
Table 2.4. Summary of comments on the level of implementation of contents in educational
STT
Review content | Level of implementation | Total score | Average score ( | Ranking | ||||
Very good | Good | Not good | Not good | |||||
1 | School organization and management Secondary School | 5 | 46 | 9 | 196 | 2.93 | 4 | |
2 | Managers, teachers, staff students and staff | 35 | 19 | 6 | 209 | 3.48 | 2 | |
3 | Teaching facilities and equipment | 2 | 41 | 13 | 4 | 161 | 2.68 | 5 |
4 | Relationship between school and family family and society | 35 | 22 | 3 | 212 | 3.53 | 1 | |
5 | Educational activities and results education | 10 | 41 | 9 | 181 | 3.02 | 3 | |
* Comment
The assessment contents here are understood as the assessment standards in the quality assessment of education in schools according to the regulations of the Ministry of Education and Training. Secondary schools conduct self-assessment of their educational quality according to 5 standards. From the above data table, we can draw some of the following comments:
- During the process of evaluating the quality of education, all five of the above criteria were evaluated in terms of implementation level with scores 
from 2.68 to 3.53, which means approaching "Good" and above "Good". No criteria were evaluated as "Not good".
- In all 5 assessment criteria, there are still many opinions about the implementation level of "Not good" and "Not good". For example, Standard 1 (Organization and management of secondary schools) has 9 opinions about not good, accounting for 15%; Standard 3 (Facilities and teaching equipment) has 13 opinions about not good and 4 opinions about not good, accounting for 28.3%, ranking at position
Wednesday and Thursday. This shows that the organization and management of schools as well as the conditions of facilities and teaching equipment in some secondary schools are not good, not adequate and lacking, in other words, they do not meet the requirements of educational quality standards.
- The difference between the average values of the assessed contents (Standards) is still large. The 
highest score is 3.53, the 
lowest score is 2.68, a difference of 0.85 points. This shows that school activities have not received full and even attention, and the implementation has not brought about consistent results.
- The assessment of educational quality through the assessment of the implementation level according to the criteria and indicators of the 5 standards mentioned above in secondary schools in Thai Nguyen city clearly reflects the current situation of educational quality of schools in a comprehensive manner in the recent past compared to the standards of educational quality assessment prescribed by the Ministry of Education and Training. That sets out for secondary schools to promote, strengthen and implement programs and action plans to maintain and improve the educational quality of schools in order to meet educational goals.
2.3.5. Current status of implementing the education quality assessment process in self-assessment in secondary schools
To study the current situation of implementing the educational quality assessment process in self-assessment in secondary schools, I used a survey form (question number 5, survey form number 1, appendix 2.1) for 60 managers and teachers. After analyzing the data, the results were as follows:
Table 2.5. Summary of opinions on the level of implementation of the education quality assessment process in self-assessment in secondary schools
STT
Self-assessment process | Level of implementation | Total score | Average score | Sort order | ||||
Very good | Good | Not good | Not good | |||||
1 | Establish a self-assessment council sufficient quantity, composition and meet task requirements | 40 | 16 | 4 | 0 | 216 | 3.60 | 1 |
2 | Plan a comprehensive self-assessment, detail | 2 | 47 | 11 | 0 | 171 | 2.85 | 4 |
3 | Collect sufficient evidence and process appropriate evidence, in-depth analysis of evidence | 2 | 42 | 13 | 3 | 163 | 2.72 | 6 |
4 | Evaluate the levels achieved according to Each criterion is well-founded, objective and honest. | 4 | 48 | 8 | 0 | 176 | 2.93 | 3 |
5 | Write a full self-assessment report content, technical assurance, writing style | 12 | 43 | 5 | 0 | 187 | 3.12 | 2 |
6 | Publish self-assessment report promptly time, spacious | 2 | 45 | 12 | 1 | 168 | 2.80 | 5 |
* Comment
Looking at the survey data analysis table, we can draw the following observations:
- The implementation of the process in self-assessment of educational quality in secondary schools has an average score (average score 
) ranging from 2.72 to 3.60, meaning that they are implemented at a level that is assessed as "not good" and 4 steps have a score 
< 3.0.
- The implementation level of the steps in self-assessment is different. The majority of steps are assessed at the level of "good" and "very good". However, there are still opinions that the implementation steps are not good, such as step 2 (Planning)
Step 3 (processing appropriate evidence, analyzing evidence deeply) accounted for 21.6%; Step 6 (Disclosing self-assessment reports promptly and widely) accounted for 20.0%.
- Steps 2, 3 and 4 are very important steps in the school assessment process. If these steps are not implemented well, it will greatly affect the results and quality of the educational assessment work in schools. Unfortunately, these steps are assessed at a low level of implementation; step 2 is ranked 4th; step 3 is ranked 6th and step 4 is ranked 10th.
3. This shows that secondary schools have not really focused their efforts on implementing the "key" steps of self-evaluation work.
* General assessment of the current status of education quality assessment activities in secondary schools in Thai Nguyen city.
- Although there is not yet a full, comprehensive and profound awareness, the majority of managers and teachers of secondary schools have correctly understood the basic purposes of the role and significance of educational quality assurance in schools.
- The implementation of assessment principles in the quality assurance of education is carried out relatively well by secondary schools, in which the basic principles are well implemented and have high rankings.
- Although the content of the concepts of educational quality has been expanded, including 5 broad contents and is classified into 5 standards for quality assessment with many different criteria and indicators of quality, it has been fully assessed by secondary schools. The assessment of the level of implementation of the assessment of these contents is not really good, but it also shows the efforts of the schools.
- The implementation of steps or so-called procedures in the assessment work is also carried out by schools in accordance with the regulations of the guiding documents. However, there are still steps that are not really well implemented.