國民中學認輔志工方案評鑑之個案研究：彰權益能評鑑取徑

Abstract

國民中學認輔志工方案評鑑之個案研究： 彰權益能評鑑取徑 林世慶 論文中文摘要

國內的教育評鑑自五０年代開始發展，歷經數十年，教育評鑑的型態卻顯得單一而不夠多元。在評鑑模式或取徑上，也多仿自美國之認可制作法，其模式多半是先發展評鑑指標後，再由組織內部人員進行自評與外部專家進行訪評。可是國內學校現場在進行評鑑時，實際上均以外部評鑑為重點，國外極為重視的自我評鑑在國內通常只是聊備一格而已。因此，本研究希望藉由對個案學校認輔志工方案進行彰權益能評鑑來探究另一種不同面貌的評鑑取徑（approach），冀望瞭解彰權益能評鑑在本土學校現場進行的可行性。 本研究在研究方法上以參與觀察、訪談為主，文件分析為輔，對彰權益能評鑑應用於個案學校認輔方案之實施情形、成效及影響因素進行探究，最後提出本研究的結論與建議。 根據本研究之結果與討論，提出本研究的結論如下： 壹、彰權益能評鑑的實施步驟明確且能不斷循環 貳、彰權益能評鑑是發展成員自我能力的評鑑 參、彰權益能評鑑中透過評鑑主持人的促進角色吃重 肆、彰權益能評鑑成為提倡及擁護自我的工具 伍、彰權益能評鑑是強調民主並解放階級的評鑑 陸、彰權益能評鑑會改造方案的本質 柒、彰權益能評鑑使方案受到成員的牽制 捌、彰權益能評鑑要考量方案的性質是否合宜 本研究根據研究結論，針對未來彰權益能方案評鑑的實施和未來研究者提出建議： 壹、 針對實施彰權益能方案評鑑的部分 一、 審慎選擇合適的方案進行彰權益能評鑑 二、 考量實施評鑑方案成員的意願及人數 貳、 針對未來研究的部分 一、以不同性質、場域的評鑑方案為研究對象 二、研究焦點可加以拓展 三、研究者角色可尋求另一種可能A Case Study of Volunteer Guidance Program Evaluation: The Empowerment Evaluation Approach Lin, Shi-Chin Abstract

Education evaluation has been developed since the 1960’s in Taiwan. However, after several decades, the models of education evaluation are not so diversified. The mostly used model in Taiwan is adopted from American accreditation. After the evaluation indicators are developed, the schools are required to conduct self-evaluation, then followed by the external on-site evaluation. Although the self-evaluation is highly valued in US, it is not regarded significant in Taiwan comparatively with the emphasis on external evaluation. Therefore, the researcher attempts to explore the feasibility of using an alternative approach of evalution, empowerment evaluation, for assessing the Volunteer Guidance Program in a case school. The methods employed in this study are participant observation, interviews, and document analysis. The implementation, effects and influential factors of using empowerment evaluation approach on the Volunteer Guidance Program are investigated. Conclusions and suggestions are offered at the end. Based on the results and discussions of the sutdy, the conclusions are: I. Implementation procedures of empowerment evaluation are precise and in continuous circulation. II. Empowerment evaluation is the evaluation of developing participants’ own capabilities. III. The leader of empowerment evaluation is important in facilitation. IV. Empowerment evaluation becomes the instrument of advocating selves. V. Empowerment evaluation is the evaluation emphasizing democracy and liberating classes. VI. Empowerment evaluation reforms the nature of the program. VII. Empowerment evaluation is impeded by the members. VIII. The appropriateness concerning the nature of the program has to be taken into consideration. Based on the conclusions, the researcher has the following suggestions on the implementation of future empowerment evaluation and studies. I. On the implementation of empowerment evaluation 1. Carefully selecting appropriate program to practice empowerment evaluation. 2. Considering the willingness and number of participants in the program

II. On future studies 1. Using different programs and fields as the research target 2. Expanding the research target 3. Searching for another possibility of researchers’ roles