四代評鑑觀論述中小學校務評鑑之發展趨勢－－以臺中市國中小校務評鑑為例

Development of Primary and Secondary School Evaluation in Taichung from the Fourth-Generation Evaluation Perspective

為落實教育機構承擔績效責任與教育問責之效，校務評鑑已成為中央與地方縣市政府檢視各級各類學校辦學績效之具體做法，我國中小學校務評鑑辦理約半個世紀，多以外部評鑑為主要方式，然卻造成學校現場之壓力與諸多批評與質疑。為檢視當前中小學校務評鑑之問題，並希冀落實教育問責之目的，本研究採以文件分析法及文獻分析法，針對以下四點研究目的進行研究：1.分析校務評鑑理論、模式與發展；2.探討Guba 跟Lincoln 第四代評鑑觀之意涵與實施策略；3.以臺中市103 學年度國中小校務評鑑實施情形進行案例分析；4.分析我國運用第四代評鑑觀推動中小學校務評鑑之發展趨勢；在結論時提出未來中小學辦理校務評鑑之實施建議共五點：1. 形塑兼重證明、改善與實踐的評鑑目標；2. 強調建構性、多元化與動態性的評鑑標準與方法；3. 運用參與式介入及協助改善的評鑑方法；4. 評鑑人員轉化為教學相長的合作者角色；5. 評鑑結果與運用是賦權增能的實踐。

To reinforce the accountability of educational institutions in performance and education, central and local governments have adopted school evaluation to review the performance of various schools. Primary and secondary schools have participated in school evaluation programs for approximately 50 years primarily through external evaluations. However, this approach has generated tension on school sites and prompted doubts and criticisms. To examine current primary and secondary school evaluation and realize the goals of educational accountability, document and literature analyses were adopted in this study to investigate (a) the theory, model, and development of school evaluation; (b) implications and implementation strategies of Guba and Lincoln’s fourth-generation evaluation concept; (c) current situations regarding the implementation of school evaluation in 103 primary and secondary schools in Taichung City, Taiwan; and (d) development trends of applying the fourth-generation evaluation concept to promote primary and secondary school evaluation. In conclusion, the following 5 points present recommendations regarding the implementation of prospective school evaluation in primary and secondary schools: (a) formulate evaluation goals with equal emphasis on verification, improvement, and implementation; (b) emphasize constructive, diversified, and dynamic evaluation standards and methods; (c) apply evaluation methods through participatory intervention and assisted amelioration; (d) transform the role of an evaluator into a peer collaborator; (e) and apply evaluation results to facilitate the practice of empowerment.