臺北市國民中學校務評鑑實施經驗之研究

本研究探討臺北市國民中學校務評鑑之實施經驗，包含受評學校之執行情形及因應策略，以及對校務評鑑之省思。研究採質性方法，訪談臺北市政府教育局、校務評鑑承辦單位及受評學校共計16位。　　本研究結果發現（一）新制校務評鑑實施首年，整體評價貶多於褒。正面評價包含推行校務評鑑線上化，有利於教育局及學校進行知識管理及資源共享，且可節省紙張及人力，達到簡化行政流程之效果；負面評價則包含指標爭議及系統操作問題導致評鑑期程延後、增加教師負擔、佐證資料提供方式不明確、校務評鑑系統未符各校所需、個資保護疑慮、KPI指標未考量各校差異且難以凸顯卓越等問題。（二）106學年度改革後，受評學校認為質性指標與量化指標各半的方式是更好的做法。量化指標可讓學校有清楚的準備方向，並提供更迭頻繁的行政人員有明確的指引依歸；質性指標可以自由闡述各校的辦學特色，讓各校敘述在不同背景環境下做了什麼努力。質性及量化指標各半的方式，不僅讓學校較容易運用評鑑的機會展現學校的優質，並且可提供彈性的行政激勵工具。（三）受評學校認為，校務評鑑具備「各處室業務盤整」、「引導學校發展」及「帶動學校數位化」等功能；但也有「校務評鑑系統未能發揮價值」及「指標未考慮個別學校差異」等待解決的問題。　　本研究對教育主管機關提出「校務評鑑指標應考量學校個別差異」、「校務評鑑系統與其他系統進行整合」、「給予資源較少的學校更多肯定」及「提早充實學校人員校務評鑑相關知能」等4點建議；另對受評學校提出「學校應建立校務資訊系統化」、「以正向心態面對校務評鑑」及「鏈結多方資源加以運用」等3點建議。

關鍵字

校務評鑑

並列摘要

The purpose of this study is to investigate the implementation experience of school evaluations in Taipei City municipal junior high schools, including the implementation status and response strategies of schools, and the reflections of school evaluations. The study used qualitative research methods to interview Taipei City Government’s Department of Education, the organizer of school evaluation and school principals, totally 16 respondents. The major findings are summarized as follow: 1. The negative comments are more than positive comments in the first year of implementation. 2. After the reform in the second year, the schools think that equally divide qualitative indicators and quantitative indicators is a better practice. The schools believe that the school evaluation has functions such as "mission consolidation of various divisions", "guided school development" and "driving school digitization". However, there are also some problem must be resolved, such as "the school evaluation system fails to exert its value" and "the indicators didn’t consider individual school differences". This study proposes to the education authority that “the indicators of school evaluation should take into account individual differences in schools”, “integration of the school evaluation system with other systems”, “giving more recognition to schools with fewer resources” and “early enrichment of school personnel's knowledge and skills related to school evaluation”. In addition, three suggestions were proposed to the assessed schools, such as "schools should establish a system of school information", "face the school evaluation with a positive attitude" and "link and use multi-resources".