The Perceptions of Metaevaluation to Elementary Special Education Evaluations

• Main Authors: SzuChun Hu, 胡斯淳
• Other Authors: Chang﹐Ying-Peng
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/57773461648862367629

碩士 === 國立屏東師範學院 === 特殊教育學系碩士班 === 91 === The Perceptions of Metaevaluation to Elementary Special Education Evaluations Abstract The concept of metaevaluation refers to evaluate a evaluation. Metaevaluation should evaluate evaluations’ planning﹐implementation and effect﹐and so on.Three kinds of Metaevaluators are original evaluator﹐evaluation stakeholders and other able evaluators .By means of questionnaires﹐observations and interviews﹐this research aimed at realizing ever special education evaluated educators’ perceptions of metaevaluation. The self- editing questionnaire consulted JCSEE’ education evaluation standards of USA﹐native countries’ special education evaluation planning and evaluation current status.The research collected 575 sheets of questionnaires from principals﹐directors﹐special education administrators﹐and teachers in 25 counties.For statistic analysis of this study﹐majoy procedures are frequency﹐mean﹐MANOVA﹐multi-regresstion﹐and chi-square test of homogeneity of proportions.By camera﹐the researcher observed seven on-site evaluations from the April to the November of 2002. By telephone﹐the researcher interviewed 20 voluntary interviewers answering approval on questionnaires in fifteen countries from the February to the April of 2003 .The major findings of the study were as follow: 1.The schools’educators to special education evaluations﹐ highter than 25% respondents were affirmative completely ﹐ approximately 65% respondents were affirmative mostly ﹐and the 8% surplus were affirmative halfly.The principles approved the most of special education evaluations﹐the next were directors and special education administrators﹐and teachers approved the least. 2.On the result of MANOVA﹐the schools’positions majorly caused diversities of sex﹐age﹐special education profession﹐special education year﹐and degree of education affecting teaching. 3.On the result of multi-regression﹐two variances of “school evaluation status” and “evaluator’;special education profession” predicted 52.3% “degree of evaluation changing the school” together. “School evaluation status” and “degree of evaluation changing the school”correlated higher.Secondly was the correlation of “evaluator’special education profession” and “degree of evaluation changeing the school”. 4.On the result of mean﹐most educators thought optimal evaluation approaches were“the same evaluation items and standards” ﹐“evaluating the school inclusion education” ﹐“reducing evaluation items” ﹐“qualitative information of the evaluation outcome” ﹐“announcing evaluation outcomes to reward and follow up” ﹐and “self-evaluation and the evaluation purpose on self-improving”.Differently on﹐teachers looked forward to“adding administration evaluations”﹐ and administrators looked forward to“adding teaching evaluations”. 5.On the result of chi-square tests of homogeneity of proportions on optimal evaluators﹐ most educators approved that optimal evaluators were professors﹐behalfs of corporation﹐teachers﹐principals﹐parents﹐identification staff﹐and personnels of special education business.But more than a half of special education administrators and teachers opposed school inspectors to be evaluators.Besides﹐administrators approved of school inspectors being evaluators more than teachers﹐ special education administrators approved of principals being evaluators more than teachers. 6.The most school personnels brought up schools’requirements and explains﹐but few brought up difficulties. Partly the schools’documents and teaching demonstrations differed from ordinary conditions.The schools’grades of self-evaluation were higher.The most students’parents interviewed approved school special education management.The evaluation teams often participated in whole journey and record. The evaluation teams’attitudes were gentle and sincere.The professors’suggestions were detailed and professed.But sometimes the school inspectors and principals did not look up all documents.The school inspectors’suggestions were generally useless.The principal’suggestions were indistinct.The behalfs of corporations were concerned with part schools’ documents. 7.Based on the theory﹐the school administrators considered evaluation was valid﹐but needed to establish a nice evaluation system.Then﹐they thought﹐would have a fair condition to compare.And still﹐they though﹐should provide resources to improve.The most teachers considered building documents was an generally effect.The schools’special education managements still relied on administrators improving actively.The teaching suggestions reminded teachers something not major﹐and assisted less to the students’teaching and behavior management. However for some teachers﹐preparing evaluation documents had affected ordinary teaching.The most educators approved evaluators’attitudes and profession.But as the professors did not having teaching experiences and not considering schools’difficulties ﹐their suggestions were not utility.As the school inspectors were not professed﹐their suggestions were generally useless.As the principals knowed each other﹐their suggestions were generally indistinct. keyword:education evaluation、special education evaluation、metaevaluation、perception