| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 95 === The purpose of this study attempts to construct metaevaluation standards for school evaluation in Taiwan. Firstly, this study explores the concept, theories, and relevant researches in regard to school evaluation and metaevaluation. Secondly, this study uses three rounds of the Delphi-technique questionnaire to construct metaevaluation standards for school evaluation. There are four domains of “Metaevaluation Standards for school evaluation” established by Delphi Technique : the planning of evaluation standards, the input of evaluation standards, the process of evaluation standards and the result of evaluation standards, including 12 evaluating dimensions and 57 evaluation standards. The results of this study are as follows.
(1) The planning of evaluation standards includes 2 evaluation dimensions: the qualification of evaluative planner and the evaluative plan. There are 15 evaluation standards in total.
(2) The input of evaluation standards includes 4 evaluation dimensions: the evaluation standards, the evaluative indicators, the communicative meetings, the school’s self evaluation and the qualification of evaluations. There are 14 evaluation standards in total.
(3) The process of evaluation standards includes 3 evaluation dimensions: the collection and analysis of evaluative data, the control of data, and the interaction between evaluators and evaluatees. There are 13 evaluation standards in total.
(4) The result of evaluation standards includes 3 evaluation dimensions: the content of evaluative report, the proclamation of evaluative report and the use of evaluative results. There are 15 evaluation standards in total
Finally, based on the purposes and results of this study, it is hoped that the suggestions of this study can provide suitable references for the elementary schools, the educational authorities and further studies.
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