加值評鑑模式於我國學校表現評鑑運用之可行性研究

No Thumbnail Available

Date

2021

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

本研究旨在探討加值評鑑模式之內涵及他國實際運用之現況,並據此為基礎,進一步分析加值評鑑模式於我國學校表現評鑑制度運用之可行性。本研究採取質性研究典範,透過個案研究取徑,探究美國田納西州與香港地區,加值評鑑模式實際運用現況,並藉由焦點團體訪談共訪談十一位受訪者,含括四位國中校長、四位教育評鑑及教育統計領域專家學者以及三位教育行政機關代表,了解加值評鑑模式於我國學校表現評鑑制度運用之可行性。  綜整本研究發現,於個案研究取徑,香港及美國田納西加值評鑑實施現況中,研究者分別就加值評鑑模式在學校表現評鑑制度的定位、資料搜集及統計處理、報告呈現與結果運用以及加值評鑑模式之限制等相關主題分析論述。   而就加值評鑑模式於我國學校表現評鑑制度之可行性分析,本研究聚焦於政治可行性、行政可行性以及技術可行性論述,(1)政治可行性政治支持因素含括:加值評鑑所提供的量化證據是教育領導者的利器以及加值評鑑重新界定有效能的學校;政治可行性之挑戰則為加值評鑑恐窄化為學生智育面向的成效、教育現場對評鑑的防衛心態以及加值評鑑結果比較恐惡化學校間的競爭。(2)推動加值評鑑具行政可行性之因素含括:加值評鑑能做為學校自我評鑑及內部品保分析的應用工具以及加值評鑑能主動追蹤學校辦學表現;行政可行性之挑戰是教育行政機關欠缺橫向資訊整合、學生資料的開放應用程度不足。(3)推動加值評鑑具技術可行性之因素含括:能以現有學生學習成就測驗分數或以有關學生學習多元表現相關之量化數據為統合型指標做為加值評鑑量化數據資料來源;技術可行性之挑戰則為相同條件學校定義問題及尚未完備學生學習相關量化數據之介接機制。   最後,依據上述結論,對未來我國若欲推動加值評鑑提出相關建議。
This research aims to explore the content of the value-added model and how it is applied in school performance evaluation in other countries. Furthermore, this study analyzes the feasibility of applying the value-added model to the school performance evaluation in Taiwan. This study uses qualitative research, choosing Hong Kong Schools Value Added Information System (SVAIS) and Tennessee Value-Added Assessment System (TVAAS) as the cases for study. Eleven interviewees are interviewed in focused group, including four junior high school principals, four experts in the field of education evaluation and education statistics, and three educational administration agency staffers.Hong Kong Schools Value Added Information System (SVAIS) and Tennessee Value-Added Assessment System (TVAAS) are analyzed in four aspects: the positioning of the value-added model in the school performance evaluation, the data collection and statistical processing, the utilization of value-added model evaluation result and the limitations of value-added model.About the feasibility analysis of value-added model applying for the school performance evaluation in Taiwan, this study focuses on the political, administrative and technical feasibility, leading to the following conclusions. For the political feasibility, the quantitative evidence provided by the value-added model is a tool for education leaders to lead teachers or schools, and the value-added model redefines what an effective school is. The challenges of the political feasibility are as follows: the value-added model may limit the evaluation of school performance to students’ intellectual performance. Second, teachers have defensive attitudes towards the evaluation. The evaluation results are more likely to worsen the competition among schools. In terms of the administrative feasibility, value-added model can be used as a tool for school self-evaluation, and value-added model can assist education administration agencies to actively track school performance. The challenges of the administrative feasibility include the lack of data integration and the insufficient exchange of student data among educational administrative agencies. As to the technical feasibility, student achievement test scores or other related student learning quantitative data can be used as the source for value-added model. The challenges of the technical feasibility include choosing schools with the same conditions for the evaluation and the integration of student performance data.Finally, based on the above conclusions, the study provides suggestions for applying value-added model to the school performance evaluation in Taiwan.

Description

Keywords

加值評鑑模式, 學校績效評估, 學校評鑑, Value-added Model, School Performance Evaluation

Citation

Collections