技職教育課程後設評鑑之必要性及其實施途徑

The Need and Ways to Conduct Metaevaluation for Technological and Vocational Curriculum

課程為教育方案的核心，亦是方案成效之所繫。為配合產業與學生生涯發展需求，技職教育建構多項人才培育方案，使得課程具高度多元性與繁複性。但檢視我國技職教育課程評鑑及其後設評鑑，理念論述與實務作為卻相當欠缺。本文分析現有技職教育課程評鑑現況與主要問題；以課程後設評鑑結果強化技職教育課程發展的基礎、透過課程後設評鑑評估各方案評鑑之課程評鑑歷程與結果的品質、以課程後設評鑑改進課程評鑑實務並增進參與者的評鑑能力等三項論點，剖析技職教育課程後設評鑑之必要性；最後並提出檢視現有訪視評鑑進行評鑑綜整、發展形成性課程後設評鑑模組，鼓勵學校本位課程後設評鑑、以及採叢集課程後設評鑑方式進行實徵性評鑑等三大可行實施途徑及相關建議。

Curriculum is not only the kernel of an educational program but also the key to program effectiveness. Compared to general educational curriculum, the technological and vocational curriculum and its development for technological and vocational education (TVE) have many characteristics. The relevant authorities in Taiwan have launched so many talent development programs to meet the needs of economics and learners’ career development, that the curricula for TVE present diversity and complexity. However, the curriculum evaluation and its metaevaluation for TVE in Taiwan have not been taken seriously enough. In this article we explore the problems existing in the curriculum evaluation for TVE in Taiwan; elaborates the rationale for implementing the curriculum metaevaluation for TVE, including (a)the results of metaevaluation for TVE can help the curriculum development of TVE, (b) the metaevaluation for TVE can reflect the qualities of the process and the report of curriculum evaluation for TVE, and (c) the practice of metaevaluation for TVE can improve and enhance the abilities of curriculum evaluation participants. Finally, we propose ways to conduct curriculum metaevaluation for TVE which are flexible and important in Taiwan.