法國波爾多第二大學的教學評鑑模式：以ISO品質改善進程為基礎的評鑑概念

The Model of Teaching Evaluation at University of Bordeaux II in France: A Conception based on ISO “Quality Manual”

教學評鑑在高等教育品質保證中的角色已逐漸受到重視，但相較於其他的評鑑方式，教學評鑑受到較大的阻力與質疑。因此，如何找到一個理論基礎穩固、有效又有助於教學品質提升的評鑑取向，成為目前大學必須面對的一個重要挑戰。法國的情況亦不例外，1992年法國教育部開始介入教學評鑑領域後，也歷經教師的反彈與大學的消極面對，直到二十一世紀才有了長足的發展。在此過程中，波爾多第二大學的教學評鑑經驗卻頗為法國學界所推崇，其不僅是法國教學評鑑的少數先鋒大學之一，更是少見的一個典範模式。波爾多第二大學的教學評鑑是教學品質持續改善過程的一個必要環節，此過程是以ISO的「品質改善進程」為理論基礎。本文即在探討波爾多第二大學如何透過「品質改善進程」的概念將教學評鑑整合到教學系統中，並從中引出幾項在教學評鑑中值得思考之處，提供國內大學教學評鑑之省思與啟示。

Teaching evaluation is gradually becoming an important means for enhancing quality of teaching in higher education. Given this way， teaching evaluation suffers more resistances than others， and all universities face the same challenge: how to find out an effective procedure of teaching evaluation favorable for improving teaching. The same is in France. Since the emergence of teaching evaluation conception in 1990， teaching evaluation came to a standstill until the early 21 century. By contrast， the University of Bordeaux II was taken by French as pioneer and model in this area.In University of Bordeaux II， teaching evaluation is a conception integrated into the teaching system， whose quality is defined as a dynamic process of improvement. Such a notion comes from the ISO’s “Quality Manual”. The present article aims at studying how the University of Bordeaux II links teaching evaluation and teaching quality through the conception of “Quality Manual”， with hopes to inspire some useful thoughts on the matter.