幼兒園基礎評鑑之後設評鑑指標建構研究

A Study on the Construction of Meta-evaluation Indicators of Fundamental Evaluation of Preschools

本研究旨在建構幼兒園基礎評鑑之後設評鑑指標及權重系統。研究者透過文獻分 析擬定指標架構及內涵初稿，再邀請 10 位學者專家審視架構及內涵的適切性，並依據 建議修正為正式問卷。其次另邀請 17 位學者專家以模糊德菲法調查問卷篩選出適切的 後設評鑑指標，最後以層級分析法求取指標相對權重。經分析本研究建構幼兒園基礎 評鑑之後設評鑑架構及內涵分為五個層面、21 個項目、37 個指標；五個層面權重由高 至低依序為精確性、適切性、可行性、評鑑績效性、效用性；又五個層面下之項目權 重最高者分別為：結果與影響、程序的可行性、倫理與尊重、清楚的評鑑項目及用語， 以及內部後設評鑑。

 

The purpose of this study was to construct the meta-evaluation indicators and the weight system of fundamental evaluation for preschools. The study applied Fuzzy Delphi Method and Analytic Hierarchy Process (AHP) as the major methods. The researcher first applied the document analysis to establish the initial framework of the indicators. The formal questionnaire was then developed after ten experts examined the relevance of the indicators. Next, seventeen experts were invited to assess the suitable degree of the indicators through the Fuzzy Delphi Method. Finally, the AHP was used to estimate the weight of the indicators. The results show that there are five dimensions, twenty-one sub-dimensions, and thirty-seven indicators in the meta-evaluation indicators of fundamental evaluation for preschools. The weight of the five dimensions are accuracy, propriety, feasibility, evaluation accountability, and utility. The highest weight under the dimesnstions of accuracy, propriety, feasibility, evaluation accountability, and utility is explicit evaluation items and words, ethics and respect, practical procedures, internal meta-evaluation, and consequences and influence, respectively.