為確保教師專業素質、促進教師專業發展，教師評鑑是一項重要措施。台灣自2006～2009學年度開始推動中小學「教師專業發展評鑑」之試辦，鼓勵教師自願參與，並強調評鑑之目的在促進教師專業發展，不與績效掛勾，是一種形成性評鑑。為瞭解教師專業發展評鑑如何能促進教師專業發展，運用理論導向評鑑（theory-driven evaluation）是一可行之取徑（approach）。傳統以來，評鑑較重視評鑑的輸入和輸出，但忽略兩者間的運作過程，而理論導向評鑑則是藉由探究方案運作的活動及其產生的中介過程，為介入的方案為何產生成效，尋找有力的理論證據。本研究以台北市試辦教師專業發展評鑑之國民小學為研究範圍，在以文獻分析、文件分析與訪談方法建立之「試辦教師專業發展評鑑」方案改變理論（program's theory of change）架構下，以台北市參與試辦國小的教師為對象進行問卷調查，探討方案活動落實情形及方案產生之成效，並檢視哪些方案活動能顯著地解釋方案成效。研究結果發現，四類方案活動中，以教師專業成長活動落實程度最低，次低為教師實施評鑑、教師參與研討，以及評鑑說明溝通；教師對於方案成效知覺最為明顯的前兩項為教師進行教學反思、教師增加合作能力；在控制相關變項下，方案活動中的評鑑說明溝通、教師專業成長活動對於方案成效具顯著之解釋力。此發現不僅能夠提供吾人瞭解教師專業發展評鑑方案是否有其成效，更能協助瞭解該方案如欲獲得預期成果，需要掌握哪些重要方案活動之落實，故對於後續政策方案之推動，具重要之參考意義。
To assure teacher professional quality, teacher evaluation is deemed a crucial measure. From 2006 to 2009, a pilot program of teacher evaluation for teacher professional development was launched in Taiwan. Teachers' voluntary participation was encouraged. A formative evaluation was implemented to enhance teacher growth. In order to investigate how the pilot program promotes teacher professional development, theory-driven evaluation is a feasible approach. Contrary to the traditional method-driven evaluation, which focuses on input and output without noticing the linkage between the two, this approach attempts to explore how the program works to acquire the desired outcome. This study conducted a survey to examine how program activities relate to program outcomes using the sample of Taipei elementary school teachers. The findings revealed that teacher professional development activities were the lowest implemented one among the four types of program activities. Teachers' reflection was the most significant outcome found. Furthermore, teacher professional development activities significantly predicted the program's outcome. The findings enlightened how the teacher evaluation pilot program operated, which is informative for the follow-up policy.
