學校本位課程評鑑的挑戰與突破～前導學校的實踐經驗分析

Challenges and Breakthrough of School-based Curriculum Evaluation: A Reflection on the School Experiences of the Pioneer School Program

「課程評鑑」與「課程發展」的關係是相互呼應的，有課程發展的肇始，進行課程評鑑才有意義；反過來說，課程評鑑所進行的反思，若未能回饋課程發展，則也不具課程與教學上的意義。在108課綱中，學校課程評鑑延續九年一貫課程中重視課程評鑑的精神，仍舊是學校本位課程理念中的重要概念，實施至今也已經是第四年了。在前導學校的實施經驗中，有許多值得進一步省思之處。本文透過筆者參與前導學校課程發展與評鑑的一些心得，嘗試進行分析總結性評鑑與形成性評鑑的特色與實例，以期了解目前校本課程發展與評鑑的限制與突破。

The relationship between curriculum evaluation and curriculum development is closely related. With the initiation of curriculum development, the conduction of curriculum evaluation could make sense. By contrast, if the feedback of curriculum evaluation could not be used for improving curriculum development, curriculum evaluation could only be in vain. In the newly introduced Curriculum Guideline, evaluation of school evaluation had been kept continuously as in the previous curriculum guideline. Since then, four years has passed. Through the pioneer school program, many various experiences of conducting curriculum evaluation have been communicated. This paper tries to analyze these practices, in particular, to highlight two main kinds of curriculum evaluation: formative and summative. It is argued that the value of curriculum evaluation has to be recognized and to highlight the purpose of evaluation is about quality and empowerment, not accountability.