國中小校務評鑑之後設評鑑指標及其影響關係模式

The Meta-Evaluation Indicators and Its Causal Model for Elementary and Junior High School Evaluation

10.6450/ER.201012.0167

葉連棋(Lain-Chyi Yeh)；楊家榆(Chia-Yu Yang)

層級分析法 ； 網絡分析法 ； 後設評鑑 ； 學校評鑑 ； Analytic Hierarchy Process ； Analytic Network Process ； meta-evaluation ； school evaluation

教育學刊

35期（2010 / 12 / 01）

167 - 202

繁體中文

實施國中小校務評鑑是縣市政府用於確保學校教育品質和經營績效，一些論述指出應該進行校務評鑑的後設評鑑，以檢視校務評鑑成效，然而實證研究不多。本研究探討國中小校務評鑑的後設評鑑相關理論和研究，使用754位臺中市國中小學校人員對校務評鑑成效知覺的調查資料，以層級分析法、網絡分析法和結構方程模式分析後設評鑑指標的權重體系和影響關係模式。結果顯示學校人員對評鑑規劃、評鑑過程和評鑑結果層面指標的成效有高同意度，評鑑設計、利用與改善兩層面較低，層面指標間為中度至高度關聯，另提出三個由五層面和42個指標構成的指標權重體系及說明五層面指標影響關係的模式，此模式中評鑑規劃層面居主導，評鑑設計、評鑑過程、評鑑結果等層面具中介變項作用。

Elementary and junior high school evaluations can assure schools' educational quality and accountability. Local educational authorities have been thought to conduct a meta-evaluation to review the effects of school evaluation, but empirical studies were few. Educators in elementary and junior high schools were surveyed. Analytic Hierarchy Process, Analytic Network Process and Structural Equation Modeling were used to build some weighted indicators systems and a casual model. Results showed that educators largely agreed with the effects of school evaluation on ”evaluation planning”, ”evaluation process” and ”evaluation outcomes”, but less agreed on ”evaluation design” and ”evaluation use and improvement”. All five dimensions were medium or high correlated. Three weighted indicator systems all included five dimensions and 42 indicators were proposed, and a model indicated the relationship among weighted indicators was provided. The ”evaluation planning” dimension dominated other dimensions, and ”evaluation planning”, ”evaluation process” and ”evaluation outcomes” worked as mediating variables.

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