桃園縣國民小學校務評鑑後設評鑑之研究

A Study on Meta-Evaluation of Elementary School Evaluation in Taoyuan County

紀寶惠(Pao-Huei Chi)

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(2007年)

https://doi.org/10.6840/cycu200700906

摘要

桃園縣國民小學校務評鑑後設評鑑之研究
摘要
本研究旨在探討校務評鑑與後設評鑑的理論與內涵，針對桃園縣國民小學九十五學年度的校務評鑑，進行後設評鑑之研究，以了解評鑑實施現況，根據評鑑標準效用性、可行性、適切性以及精確性四方面檢核評鑑工作的實施情形，並依據研究結果提出具體改進建議。
本研究依據研究目的，透過文獻探討與問卷調查蒐集資料，並發展「後設評鑑調查問卷」作為研究工具，針對受評之國小學校成員進行調查，共寄出450份問卷，回收有效問卷344份，有效回收率76.44%。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。
本研究之結論歸納整理如下：
一、校務評鑑實施歷程中，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最低。
二、後設評鑑標準檢核，以效用性的得分最高，其次為適切性、精確性，最後為可行性。
三、不同職務之填答者，在各階段均有發生顯著差異，校長的認同程度高於主任、組長與教師。
四、不同年齡之填答者，在各階段均有發生顯著差異，年紀較長者認同程度高於年紀較輕者。
五、不同最高學歷之填答者，在內容規劃階段的效用性、訪評實施階段的可行性與整體的可行性具有顯著差異，且均為專科或高中或高中以下的認同度大於博士、碩士與學士。
六、不同學校規模之填答者，在學校自評的可行性與結果處理可行性與適切性有顯著差異，大型學校與小型學校的認同度大於中型學校。
最後依文獻與問卷調查之研究結論，提出建構適宜的後設評鑑標準、建置後設評鑑的網路平台、建置學校資料系統、有效運用校務評鑑與研究方法、對象與主題等建議，供教育行政機關、學校及未來的研究者參考。

關鍵詞：後設評鑑、校務評鑑、教育評鑑

關鍵字

校務評鑑 ； 教育評鑑 ； 後設評鑑

並列摘要

A Study on Meta-Evaluation of Elementary School Evaluation in Taoyuan County

Abstract
The purpose of this research is to explore related contents and theories of school evaluation and meta-evaluation, which focuses on the school evaluation for elementary schools in Taoyuan County in 2007, 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 result of the research are made for improvements and future references.
This research use literature analysis and questionnaire survey to collect data. A ‘Metaevaluation Questionnaire for elementary schools in Taoyuan County’ is research tool. There are 450 questionnaires being sent and valid feedback samples are 344(return rate is 76.44%). The data analysis uses the descriptive statistics, t-test, one-way ANOVA and posterior comparisons to investigate the different views of the subjects.
Conclusions of the research are made as the following:
1. In the school evaluation processes, the highest recognition in self-evaluation stage, and the lowest degree in evaluation report review stage
2. In this school evaluation, the highest recognition is utility standards, and than is propriety standards, accuracy standards, at last is feasibility standards
3. The different job function of survey participants have significant variance in every stage. The principal have higher recognition than director, group leader and teacher.
4. The different age of survey participants have significant variance in every stage. The older have higher recognition than younger.
5. The different highest degree of survey participants have significant variance in utility standards of evaluation plan stage, feasibility standards of visit evaluation stage, and feasibility standards as a whole. The graduation from college or senior high school has higher recognition than Doctor, Master and Bachelor.
6. The different school size of survey participants have significant variance in feasibility standards of self-evaluation stage and report review stage, and propriety standards of report review stage. The bigger and smaller school has higher recognition than middle size school.
Finally according as research conclusions suggest establish adaptability meta-evaluation standards, construct network platform of meta-evaluation, construct school data system, use school evaluation effectively, research method, research sample, and research subject to educational administrations, elementary school, and future researches.

Key words: Educational Evaluation, Meta-Evaluation, School Evaluation

並列關鍵字

School Evaluation ； Educational Evaluation ； Meta-Evaluation

參考文獻

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