學校型態實驗教育品質確保與績效評估

Quality Assurance and Performance Evaluation in School-based Experimental Education

實驗教育三法甫於2014年11月公布施行，雖然實驗與創新可促進教育發展，但「提升教育品質」才是其上位規範之核心。本文認為，國內外實施已有一段時間的高等教育品質確保經驗可供實驗教育推動之參考。品質確保的內部機制本位評鑑可以保有自主性與差異性，外部機制則以上位理念協助內部機制評估自我績效的完整性與正當性，讓教育目的實踐的方略更加精準。內、外品質確保機制具有微觀和宏觀的視野，亦兼顧個人和社群利益，使知識技能、社會和諧與民主進展都可同時到位。有效運作與及時修正是品質確保機制的必要條件，而學校型態組織健全，有利於展現這樣的條件。實驗教育的辦理若可落實品質確保機制，掌握方向與策略的正當性，發揮形式與功能間有效的敏銳度，當可充分回應教育的績效課責。

The three Enforcement Act of experiment education published in the 2014 year, by contrast the quality assurance of higher education was entitled to earlier and more comprehensive development. Judging from the quality assurance, internal evaluation mechanism standard can maintain autonomy and diversity, external mechanisms above ideas to assist the internal mechanism to assess performance of self-integrity and legitimacy can be avoided by rating agencies feel good about themselves, make more precise educational purpose practice. It can be said that both internal and external quality assurance mechanism of micro-and macro-vision, keep the education system to meet simultaneously to the interests of individuals and communities, Knowledge and skills, Social cohesion and democratic progress .Effective functioning and timely correction is the necessary and sufficient conditions of quality assurance, is a well-organized pattern of education in schools, deal with experimental education implementation of quality assurance mechanism, grasp the direction and strategy of legitimacy, play an effective sensitivity between form and function, we can fully respond to the performance of education accountability.