教師專業發展評鑑之後設評鑑研究

A Study on the Meta-Evaluation of Teacher’s Professional Development Evaluation in Taiwan

本研究目的為了解臺灣教師專業發展評鑑於2006～2016年的實施情形，採後設評鑑觀點，依JCSEE人事評鑑之適切性、效用性、可行性和精確性四類27項標準，以調查研究法抽取曾參與教專評鑑之450位學校參與教師，有效樣本400位，探討其在27項後設評鑑標準之意見，並進行「重要性─表現程度」分析，研究結果可供教育行政機關於發展教師專業職能政策之參考。

The purpose of this study is to understand the implementation of the teacher’s professional development evaluation in Taiwan from 2006 to 2016 and to take the view of meta-evaluation. According to the JCSEE Personnel Evaluation Standards, the 27 standards of propriety, utility, feasibility, and accuracy taken from 450 participating school teachers and a valid sample of 400 students who participated in the teaching evaluation. To explore its views on setting evaluation standards after 27 standards and to analyze of “Importance- Performance Analysis (IPA),” the results of which are used by the education administration for reference in the development of the professional functions of teachers.