The purpose of this study was to develop a Self-evaluation System on Curriculum Implementation for Secondary Schools. The procedure of the study employed the research and development approach which comprised three stages, as follows

1. the development of self-evaluation system, 2. the trying-out of self-evaluation system, 3. the summative evaluation of self-evaluation system. Stage 1 The development of Self-evaluation System. The procedure was composed of the analysis and synthesis of contents from 4 various soures of data and imformation comprising the study of theory and related literature, the interviewing of experts on evaluation, the study of curriculum implementation system of secondary schools and case study of the Project on the Development of Evaluation on School Curriculum Implementation. After the evaluation system for curriculum implementation and the manual for users had been developed, the model of Self-evaluation System was verified by evaluation experts for further improvement. Stage 2 The Pilot Study of Self-evaluation System. The developed evaluation model was tested to three selected schools at benchama Rachanusorn School. Pulchareon Wittayakhom School and Sakhet School for 1 semester. Stage 3 The Summative Evaluation of Self-evaluation System. At this stage, school assistant director, chief of subjects and teachers in the project were asked to experess their opinions on self-evaluation criteria and on self-evaluation system at the end of the pilot-study. The results of the study on the Development of self-evaluation System revealed as follows

1. Self-evaluation System was composed of seven components comprising the objectives of self-evaluation, roles and significance of self-evaluation, principles of self-evaluation, identification of evaluation issues, identification of evaluation criteria, evaluation procedures and the application of evaluation findings for program improvement and development. 2. The results of the study on the evaluation of self-evaluation system revealed as follows

2.1 The well-developed self-evaluation system was qualified in feasibility standards. It was able to put into practice in the real situation.2.2 The well-developed self-evaluation system was qualified in utility standards which was useful for program administration. It helped to obtain essential data and information for decision making on curriculum improvement and development.2.3 The well-developed self-evaluation system was qualified in propriety standards in the aspect of curriculum administration which was convenient to be used for evaluating curriculum implementation of secondary schools.2.4 The well-developed self-evaluation system was qualified in accuracy standards which helped to obtain reliable, valid, adequate and quantified data and information for decision making on curriculum improvement and development.2.5 The selected samples were satisfied with self-evaluation system. Few problems were identified.2.6 The developed evaluation criteria on 4 aspects, namely, curriculum administration criteria, curriculum service criteria, learning-teaching criteria and supporting criteria were qualified in feasibility, utility, propriety and coverage standards.2.7 There was a statistically significant difference between scores on pretest and posttest of selected samples at .01 level.