彰權益能評鑑取徑之應用：兩所國民中學的實踐經驗

Abstract

本研究旨在探究彰權益能評鑑於兩所試辦學校脈絡化的實踐經驗，研究目的有四：一、探究彰權益能評鑑於不同學校脈絡中的實施情形。二、瞭解個案學校應用彰權益能評鑑的行動循環歷程。三、探討個案學校應用彰權益能評鑑所產生的效益。四、了解個案學校應用彰權益能評鑑存在的影響因素。 本研究採個案研究進行，以參與觀察、訪談及文件分析進行資料的蒐集，主 要的發現如下： 一、彰權益能評鑑可適用於個案學校之脈絡。 二、個案學校應用彰權益能評鑑的結果能產生行動的循環。 三、彰權益能評鑑能培育參與成員具有自我決定的能力。 四、彰權益能評鑑有助於教育人員解放對評鑑的僵化思維。 五、彰權益能評鑑有助於提升個案學校方案的效能。 六、彰權益能評鑑能培育參與成員的內在績效責任感。 七、彰權益能評鑑的三個步驟具有邏輯次序缺一不可。 八、彰權益能評鑑有助於培育參與成員內化評鑑的思維。 九、彰權益能評鑑於個案學校中應用有其應克服的影響因素。This study aims to explore how empowerment evaluation approach applied to two junior high schools. The contextualized practical experiences were investigated using case study. Observation, interview, and document analysis were employed to collect data. In summary, this study reaches the following conclusions based on empirical data： 1.Empowerment evaluation is applicable to the arteries of case schools. 2.Empowerment evaluation applied to the case schools results in active circulation. 3.Empowerment evaluation trains participants to be with the capability of making decision. 4.Empowerment evaluation helps participants to liberate rigid thoughts on the evaluation. 5.Empowerment evaluation improves the efficiency of case school programs. 6.Empowerment evaluation trains participants being accountable for the performance. 7.The three steps of empowerment evaluation are logistic and indispensable. 8.Empowerment evaluation helps participants to integrate evaluation into their mindnest. 9.Some obstacles need to be conquered for empowerment evaluation applied in the case schools.