我國特殊教育學校評鑑之研究

Abstract

摘 要 本研究旨在探討「我國特殊教育學校評鑑」之實施情形、缺失改進等相關問題，內涵包括評鑑目的、評鑑內容設計、評鑑實施過程以及評鑑結果與運用等四個層面提出改進之建議與途徑，以作為未來規劃特殊教育學校評鑑之參考。 為達此研究目的，本研究首先進行文獻探討，其範圍包括教育評鑑理論與實務、我國特殊教育學校評鑑之發展與我國特殊教育學校評鑑現況，再透過問卷調查及訪談等方法，以獲致客觀的結論。 本研究採調查與訪談研究進行資料蒐集，所使用工具為自編之「我國特殊教育學校評鑑意見調查正式問卷」（一）與（二）二種，主要調查對象為我國特殊教育學校23所中曾接受評鑑的行政人員與教師等315人及評鑑委員31人，訪談研究所使用工具為經專家修正的訪談題綱，訪問兩位教授、三位行政人員與一位教師。問卷調查所得資料以次數分配、百分比、平均數、Kendall和諧係數、t考驗及單因子變異數分析等統計方法進行分析討論。 研究結果發現，多數受訪者認為此次評鑑尚可達成我國特殊教育學校評鑑的評鑑目的、評鑑內容設計的妥適性、評鑑實施過程的可行性以及評鑑結果的有效運用。根據論述發現結果，提出以下建議： 一、對評鑑方案的建議： （一）規劃符合辦學績效、提升教學品質、落實協助與輔導與個別化教育計 畫的教育評鑑。 （二）落實以學校為中心的評鑑方式，設計合乎人性、學校個殊性及特色的 評鑑項目。 （三）評鑑項目的訂定應事先建立共識，共創評鑑方案與評鑑委員、受評學 校間三贏的局面。 二、對特殊教育行政單位之建議： （一）建立一套完善的特殊教育學校的評鑑制度，以落實特殊教育學校績效責 任制。 （二）審慎選擇符合評鑑方案與學校類型需求的評鑑委員，並落實委員責任制。 （三）建立暢通的溝通管道，發揮評鑑效果。 （四）評鑑結果的公佈應以鼓勵代替懲罰與尊重學校為前題，並強化評鑑後之 追蹤輔導工作。 （五）建構評鑑之後設評鑑機制，以提升評鑑之績效。 三、對學校行政單位的建議： （一）落實教學品質的提昇，建構優質的校園環境。 （二）建立以學校為本位的評鑑機制。 （三）加強行政支援工作，以協助班級的經營困境。 四、對特殊教育實務工作者的建議： （一）積極建立正確的評鑑觀念，以提升教學績效。 （二）建立學生學習成果的檔案管理制度及培養知識管理的能力。 （三）落實IEP教學，針對評鑑項目呈現書面資料。 五、對後續研究之建議 （一）特殊教育學校評鑑之可擴展至後設評鑑之研究。 （二）發展特殊教育學校方案評鑑的研究，包括評鑑項目、指標與模式等研究。

ABSTRACT The administered study was intended to probe into the status fault and improve- ment of the “Evaluation of the Special Education Schools in Taiwan, 2003”.The conn- otation of the study includes four aspects, i.e., the purposes of evaluation, design of evaluation contents, process of evaluation, results and application of evaluation. The proposals and channels so worked out are hoped to function as handy reference in future planning of evaluation of the special education schools. The tools administered for the study are two, i.e., “Questionnaire of Nationwide Evaluation of the Special Education Schools”（一） and （二）. The samples of the survey were 315 administrators and teachers as well as faculty from 23 special educa- tion schools who have participated in the evaluation and 31 evaluators. The tools incl- ude the interview outlines updated by experts, interview with two professors, three administrators and a teacher. The raw data was analyzed through frequencies, percent- tage, mea n , Kendall's ,t-test and One-Way ANOVA and the like. According to the afore-mentioned the study make some suggestions as follows: I.Proposals toward special education evaluation: （i） The special education evaluation plans should be worked out to live up to school accountability, to improve the instructional quality, to assist and guide in the IEP of educational evaluation. （ii） The evaluation should be conducted on the school-base by designing more human-friendly, individualized and characteristic items . （iii） The evaluation items should be designed through consensus built beforehand in the happy win-win strategy for the evaluation projects, evaluated schools as well as evaluators. Ⅱ.Proposals authorities of Department of Education: （i） To establish a set of complete special education school evaluation sys- tems is to fulfill the school accountability. （ii） To fulfill the evaluator responsibility, select the evaluators who are sui- table for the evaluation programs designed for any type of the special education schools needs. （iii） The sound channels for communications should be set up to maximize the evaluation performance. （iv） In the public announcement of the evaluation results, incentives should be offered instead of disciplinary. and after the announcement, streng- then the follow-up tracing counseling. （v） In order to improve the evaluation accountability, establish the mecha- nisms of meta-evaluation. Ⅲ. Proposals toward research in the future: （i） The study on the special education schools evaluation be broadened to cover the Meta-Evaluation studies. （ii） Research on program evaluation of special education schools, inclu- ding evaluation models, evaluation items, evaluation indicator , ie. ,