AbstractIn Thailand, external evaluations are evaluated by The Office for National Education Standards and Quality Assessment (Public Organization) (ONESQA). The finding of external evaluation is useful for the improvement of education. Evaluation helps stakeholders to find out what works and what doesn’t. Done well, it provides a road map for an organization to improve the processes, participant outcome, and to have a bigger impact on the organization and the community. Therefore, evaluation utilization is the basis of external quality assessment in basic education. However, one weakness of external evaluation utilization is inadequacy with regards to the indicators of measurement model. The objectives of this research were to develop the indicators of measurement model of external evaluation utilization, and to test the congruence of developed model with empirical data. This research used questionnaires with 5 level rating scales. Samples were selected by multi-stage random sampling and included 970 teachers and administrators from 71 basic schools in the Northeast of Thailand. Data collection was done during the second semester in academic year 2011. Data analyses employed descriptive statistics and model validation using Mplus. According to the findings of this study, the indicators of measurement model consisted of conceptual use, symbolic use, legitimate use, and instrumental use. The measurement model was in congruence with empirical data. The results provided guidance for measuring evaluations from a utilization-focused perspective, which oriented around an evaluation's intended users and intended use.