科技部專題研究計畫主持人
MOST 107-2410-H-014-SS2
高級中學學校評鑑利用之指標建構及其與評鑑效益影響關係模式驗證
A study on the indicator construction of evaluation utilization in senior high school and the model confirmation of its relationship with evaluation benefit
科技部
Ministry of Science and Technology
國立高雄師範大學
National Kaohsiung Normal University
鄭彩鳳
Cheng, Tsai-Feng
教育學系
Department of Education
鄭彩鳳
特聘教授
07-7172930轉2174
t2151@nknu.edu.tw
計畫執行期間起:2018-08-01
計畫執行期間迄:2020-07-31
2018-12-01
2019-02-01
(一)焦點團體訪談對象 本研究為了高中學校評鑑過程利用與結果利用指標建構及其對評鑑效益影響關係模式之驗證,依據相關的文獻建構高中學校評鑑過程利用與結果利用評估之初步指標,接續邀請教育行政學者、教育評鑑學者、主管教育行政人員、高中校長、主任及教師等學者專家約20位,進行焦點團體訪談,以獲得高中學校評鑑過程利用與結果利用指標之草案。 (二)模糊德懷術的對象 經過焦點團體專家諮詢意見後,彙編成模糊德懷術問卷,郵寄給教育專家學者(如教育行政學者、高中學校評鑑委員、教育與學校行政人員、教師等)約20
1
001,003
01,03,04
學校評鑑;評鑑利用;過程利用;結果利用;評鑑效益
school evaluation;evaluation utilization;process use;finding use;evaluation effectiveness
高級中學之辦學品質與學校效能,深受社會大眾矚目,而學校評鑑是促進學校成員自我成長與辦學品質提升的重要機制,適值推動12年國民基本教育,透過有效評鑑之實施可確保學校教育品質。另組織若要產出較佳的評鑑成效,除重視人員因素外也須同時考量工具建立,又評鑑利用指標有助於導引評鑑教育功能之發揮,惟目前國內尚缺乏可供學校參考之系統性工具。惟為創造評鑑更大的附加價值,有校地評鑑利用是重要的機制。為使教育評鑑發揮「改善」的功能,學校接受評鑑後所產生之效益亦有其研究的需要。透過建構學校評鑑利用指標及分析其與評鑑效益之關係,可作為日後規劃學校評鑑及教育改革之參考。 本研究首先以所蒐集資料經統整歸納,提出評鑑利用之指標草稿。後續邀請學者專家20位,進行焦點團體訪談。接著據以彙編模糊德懷術問卷,郵寄給另外20位教育專家學者,進行書面意見回饋與建議,以確認學校評鑑過程利用與結果利用所建構之層面、分層面與指標的適切性。最後再進行問卷調查。正式問卷樣本內含校長、主任、組長及專任教師,共計抽取780人,回收有效問卷582份。本研究利用重要性-表現分析(IPA)、ANOVA及SEM等統計方法進行資料的分析。 本研究主要結果有: 1.學校評鑑利用指標有二個層面、七個分層面及29個指標數,具有良好信效度。2.高中教育人員知覺評鑑利用之重要性高於實際表現。3.高中教育人員對評鑑利用分層面與指標的重要性與表現分析,大多落於繼續保持區及次要改善區。4.私立學校之教育人員,對於「評鑑利用」之重要性與現況知覺皆高於公立學5.大型學校之教育人員知覺「評鑑利用」之重要性與現況皆大於中型學校。6.私立學校之教育人員,知覺「評鑑效益」之現況高於公立學校。 7.大型學校之教育人員,在「行政效能」與「資源整合」的「評鑑效益」現況知覺高於中型學校。8.透過評鑑利用的有效運作有助於評鑑效益之提升。9.評鑑利用有助於校務績效與學能發展之評鑑效益提升,尤以評鑑結果利用愈為彰顯。
The quality and the effectiveness of senior high schools have attracted the attention of the public, and school evaluation is an important mechanism to promote the self-growth of school members and the school improvement as well. In particular, the 12-year Basic Education is currently being promoted, and it can ensure the quality of school education in implementing effective evaluation systems and evaluation utilization indicators. In order to produce better evaluation results, the school must consider the importance of personnel factors and the establishment of evaluation tools. However, there is still no evaluation systematic tool provided to schools nowadays. To enhance the \"improvement\" function of education evaluation, there is no doubt that evaluation effectiveness must be studied after evaluation. Therefore, constructing the indicators of evaluation utilization and analyzing its relationship with evaluation effectiveness can be used as a reference for planning school evaluation and education reform in the future. As to the research process and method, the draft of indicators of evaluation utilization was constructed on basis of related literature. Approximately 20 education and evaluation scholars were invited to conduct focus group interviews and then the compiled Fuzzy Delphi questionnaire were delivered to 20 other experts and scholars in order to confirm the appropriateness of the contructed dimensions, sub-dimensions and indicators of evaluation process use and finding use. Subsequently, about 780 subjects including high school principals, directors, section chiefs and teachers would be selected by stratified sampling from a population to execute a formal questionnaire. Total of 582 valid questionnaires were received. Lastly, the statistical methods of the study included importance-performance analysis (IPA), ANOVA and SEM. The main results of this study are listed as follows. 1. The school evaluation utilization indicator system includes two dimensions, seven sub-dimensions and 29 indicators, with good reliability and validity. 2. The perception of the senior high school teaching staffs on the importance of evaluation utilization is higher than the actual performance. 3. As to the importance and performance analysis, most of the sub-dimensions and indicators fall into the quadrants of “keep up the good work” and “low priority”. 4. Teaching staffs in private schools who perceive the importance and performance of evaluation utilization are higher than public schools. 5. Teaching staffs in large-scale schools who perceive the importance and performance of evaluation utilization are higher than middle-scale schools. 6. Educational personnel in private schools who perceive the performance of evaluation effectiveness are higher than public schools. 7. Teaching staffs in large-scale schools who perceive the performance of evaluation effectiveness are higher than middle-scale schools, especially in the sub-dimensions of \"Administrative Effectiveness\" and \"Resource Integration\". 8. Evaluation utilization can help to improve evaluation effectiveness based on effective operation. 9. Evaluation utilization can also contribute to the improvement of “school performance” and “academic development” sub-dimenions in evaluation effectiveness, espescially finding use is more obvious.
是,已處理
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
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