臺北縣社區大學校務評鑑指標之建構

Abstract

本文旨在以「賦權增能」（empowerment）的觀點，探討臺北縣社區大學校務評鑑指標之建構，並據以理解其對參與建構之社區大學成員的影響。為達成前述目的，本文首先探討評鑑指標建構方法與過程，以提供校務評鑑指標建構之參照；其次，就賦權增能之相關意涵，及其與評鑑指標建構及實施之關係，予以深入探究，以為校務評鑑指標建構實務之比較與參考；復次，就臺北縣社區大學校務評鑑指標發展沿革，予以深入探討，藉以提供後續指標建構之基礎；最後則就校務評鑑指標建構過程與結果，略加以評析並歸納特色。此次臺北縣社區大學校務評鑑指標之建構，係以原有指標架構與內涵為參照基礎，透過由下而上的同儕研討與專家指導方式，進行指標之建構，建構完成之校務評鑑指標內容，分為八個層面，共計四十七個指標。

The study was aimed to explore the construction of educational evaluation indicators for community colleges in Taipei County in terms of empowerment. Based on the construction process and product， the impact on the participants from the above-mentioned colleges was examined as well. Both empirical and theoretical dimensions were introduced to frame thestructure of the construction. For the latter， relevant literatures including empowerment research and indicator construction methods and processes were reviewed in detail to shed light on the exploration. For the former， the current situation and revision of the educational evaluation indicators for the community colleges were explored. As to the construction， it took more than half a year to finish the job. Both peer team work and expert guidance were administered. The revised educational evaluation tool consists of 8 dimensions and 47 indicators.