桃園縣國民中學校務評鑑之後設評鑑研究

A Study on Meta-Evaluation of Junior High School Evaluation in Taoyuan County

鄧茜榕(Deng-Cian Rong)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900513

摘要

摘 要
本研究在探討後設評鑑的相關理論與內涵，針對桃園縣國民中學九十六學年度校務評鑑進行後設評鑑研究，以了解校務評鑑實施現況，並根據後設評鑑標準效用性、可行性、適切性以及精確性四方面檢核評鑑工作優缺點與價值，依據研究結果提出具體改進建議。
本研究依研究目的，透過文獻探討、問卷調查、收集資料，並發展「後設評鑑調查問卷」為研究工具，針對受評之國民中學學校成員進行調查，共寄出215份問卷，回收有效問卷173份，有效回收率85.1%。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：
一、校務評鑑實施的過程中，以學校自我評鑑階段認同度最高，評鑑報告結果處理與檢
討階段認同度最低。
二、在後設評鑑標準中，以效用性得分最高，其次為適切性、精確性，最低為可行性。
三、不同性別填答者，只在評鑑內容規劃階段精確性中有顯著差異，男性認同度高於女
性。
四、不同職務之填答者，在評鑑內容規劃階段中與自我評鑑階段效用性及評鑑結果處理
階段可行性、精確性無顯著差異，其他階段與整體皆發生顯著差異，校長認同度高
於組長、教師。
五、不同年齡之填答者，只在評鑑報告處理階段可行性中無顯著差異，在其他階段與
整體皆有顯著差異，年紀較長者認同度高於年紀較輕者。
六、不同最高學歷之填答者，在評鑑內容規劃階段的效用性、訪評實施過程的精確性、
評鑑結果處理階段的適切性與整體階段的效用性、精確性具有顯著差異，且均為專
科或高中或高中以下認同度高於學士。
七、不同學校規模之填答者，在各階段都沒有發生顯著差異，因此在這次校務評鑑中，
學校的規模對校務評鑑的認同度並無影響。

根據以上研究結論提出具體建議，以供教育行政機關、學校教育人員及未來研究者參考。

關鍵字

校務評鑑 ； 教育評鑑 ； 後設評鑑

並列摘要

Abstract

The purpose of this research is to explore the related contents and theories of school evaluation and meta-evaluation, which focuses on the school evaluation for junior high schools in Taoyuan County in 2008, in order to understand the implementation status, and to exam the advantages and disadvantages of the utility standards, feasibility standards, propriety standards, and accuracy standards. Suggestions in accordance with the results of the research are made for improvements and future references.
This research uses literature analysis and questionnaire survey to collect data. A ‘Meta-evaluation Questionnaire for Junior High Schools in Taoyuan County’ is research tool. 215questionnaires are sent and valid feedback samples are 173. The return rate is 85.1%. The data analysis uses the descriptive statistics, t-test, one-way ANOVA and posterior comparisons to investigate the different views of the subjects.
The results revealed from this study and the conclusions are as below：
1. In the school evaluation processes, the highest recognition is self-evaluation stage, and the
lowest degree is evaluation report review stage.
2. In this school evaluation, the highest recognition is utility standards, and then is propriety
standards, accuracy standards, and the lowest is feasibility standards.
3. The different sex of survey participants have significant variance in accuracy standards of
evaluation plan stage. The male have higher recognition than the female.
4. The different job function of survey participants have no significant variance in utility standards of evaluation plan stage, self-evaluation stage, and feasibility standards accuracy standards of report review stage. The other stages and the whole have significant variance. The principal have higher recognition than group leader and teacher.
5. The different age of survey participants only have no significant variance in feasibility standards
of report review stage, the other stages and the whole have significant variance .The older have higher recognition than the younger.
6. The different highest degree of survey participants have significant variance in utility standards
of evaluation plan stage, accuracy standards of visit evaluation stage, propriety standards of
report review stage, utility standards , and accuracy standards of the whole. The graduates from
college or senior high school has higher recognition than bachelor.
7. The different school size of survey participants have no significant variance in every stages.
All the conclusions above are proposed as reference for schools, educational authorities, and future researchers.

並列關鍵字

meta-evaluation ； school evaluation ； educational evaluation

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