桃園縣國民中學特殊教育評鑑之後設評鑑研究

A Meta-Evaluation on Special Education of Junior High Schools in Taoyuan County

李忠霖(Jung-Lin Li)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/cycu201100035

摘要

後設評鑑係指評鑑的評鑑，即是對一個評鑑的規劃、執行和成效等方面進行再評鑑。本研究旨在探討桃園縣國民中學九十八年度和九十九年度特殊教育評鑑進行後設評鑑研究。 本研究依據美國「教育評鑑標準聯合委員會」之方案評鑑標準，跟特教評鑑現況比對後建立本研究後設評鑑標準，以問卷方式進行調查。研究對象包含98年度及99年度接受特教評鑑之學校人員，共寄出213份問卷，回收有效問卷195份，有效回收率92%。資料處理採用t檢定、單因子變異數分析以及事後比較，以檢核填答者意見之差異情形。 本研究之結果與結論歸納整理如下： 1.特殊教育評鑑之後設評鑑標準整體知覺為「同意」程度，有中上的評價。 2.四層面後設評鑑標準之看法，依平均得分排序，以「適切性」最高，「精確性」與「效用性」次之，「可行性」最低。 3.特教評鑑在實施成效的部份，依平均得分排序，在「評鑑者的可靠性」、「書面的說明」及「評鑑目的與程序」受到肯定，而「評鑑報告的及時性與傳播」、「評鑑報告的影響」與「成本效益的符合」則為待改進之處。 4.不同「性別」、「現任職務」、「評鑑年度」填答者在知覺效用性層面後設評鑑標準有差異。 5.不同「性別」、「現任職務」、「特教背景」、「學校規模」、「評鑑年度」填答者在知覺可行性層面後設評鑑標準有差異。 6.不同「性別」、「現任職務」、「特教背景」、「評鑑年度」填答者在知覺適切性層面後設評鑑標準有差異。 7.不同「性別」、「最高學歷」、「現任職務」、「特教背景」、「學校規模」、「評鑑年度」填答者在知覺精確性層面後設評鑑標準有差異。 根據研究結果，提出作為教育主管單位、學校單位、特殊教育人員以及未來研究的建議。

關鍵字

後設評鑑標準 ； 後設評鑑 ； 特殊教育評鑑

並列摘要

The concept of meta-evaluation referred to evaluate a evaluation. Meta-evaluation should evaluate evaluations’ planning, implementation and effect. The purpose of this study was to investigate the meta-evaluation perceptions of the 2009-2010 special education evaluations in Taoyuan County’s junior high schools.
The present study apogted evaluation standards from “Joint Committee on Standards of Educational Evaluation,” to form a questionnaire. The subjects was the tools of special education evaluation in 2009 and 2010. Two hundred and thirteen questionnaires were sent and valid feedback samples were 195. The return rate was 92%. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, and posterior comparisons.
The results revealed from this study and the conclusions were as below：
1.The status of special education evaluation through about meta-evaluation criteria was quiet good and above the “intermediate level.”
2.The highest to lowest agreeable levels of meta-evaluation were “propriety standards,” “accuracy standards,” “utility standards,” and “feasibility standards.”
3.The effectiveness of special education evaluation was different. “Evaluator Credibility,” “Program Documentation,” and “Described Purposes and Procedures” were in good standard, and “Report Timeliness and Dissemination,” “Evaluation Impact,” and “Cost Effectiveness” needed to improved.
4.There were significant differences of perception of utility standards of participants in terms of their background variables such as grade, work position, and years for evaluation.
5.There were significant differences of perception of feasibility standards of participants in terms of their background variables such as grade, work position, special education background, school size, and years for evaluation.
6.There were significant differences of perception of propriety standards of participants in terms of their background variables such as grade, work position, special education background, and years for evaluation.
7.There were significant differences of perception of accuracy standards of participants in terms of their background variables such as grade, educational level, work position, special education background, school size, and years for evaluation.
The conclusions above are proposed as reference for educational administrators, school administrators, educational authorities, and future researchers.

並列關鍵字

Meta-Evaluation ； Meta-Evaluation Standards ； Special Education Evaluation

參考文獻

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