基於後設評鑑的重要性，以及國立附設實驗小學（附小）扮演引領他校之角色特性，本研究針對九所附小試辦教師專業發展評鑑，進行改進性後設評鑑，透過問卷調查及焦點團體訪談蒐集相關資料，探討全體附小符合四項後設評鑑標準，包括正當性、效用性、可行性、精確性的差異情形、相關情形、表現情形，以及不同附小在四項後設評鑑標準表現的差異情形。研究結果顯示，全體附小在正當性標準的表現上，顯著優於其他三個項目；四項後設評鑑標準間相關程度甚高，所產生的效應往往相互牽連；全體附小符合四項後設評鑑標準的程度均達中上水準，且校際間未有顯著差異。而附小之所以在各項標準上之落實程度均不錯，與其學校本身的屬性與背景有關。最後，本研究依研究結果提出結論，以及對未來政策推動之建議。 The study was a meta-evaluation on a Pilot Program of Teacher Evaluation for Professional Development (TEPD). Using the improvement module, nine affiliated elementary schools of national universities in Taiwan were chosen as the cases to be evaluated how they performed on the four personnel evaluation standards, namely propriety, utility, feasibility, and accuracy, as well as the merits and problems displayed in each standard. To reach the goal, survey and focus group interviews were used to collect data. It was indicated that all the schools had above moderate-level performance, and performance on the propriety standard was the superior one. The scores of the four standards were highly correlated. Besides, the schools’ fine performance might be attributed to their school features and background. At last, conclusions and implications for implementing TEPD and future policy implementation were proposed.
