落實教學評鑑保障學生學習成效

Practicable Teaching Evaluation as Indemnifi Cation Students' Study Effect

回顧教育評鑑相關研究文獻，常將「教學評鑑」（teaching evaluation）與「教師評鑑」（teacher evaluation）混用現象，甚至將「教學評鑑」視同「教師評鑑」，將評鑑結果直接運用於行政管理層面上，做為教師晉級、敘薪、遷調職的依據，而忽略輔導改進的層面，導致教學評鑑效果不彰，甚至引起學校利害關係人的抗拒，遭致一般社會大眾的不解與誤解。本文嘗試將教學評鑑的概念加以界定，並審視當前台灣特殊的政治氛圍和特有的民主發展情況，舉出不利教學評鑑的因素與現象，提出因應對策，期待在遵循民主、專業、互信、客觀、彈性、多樣、整體與發展原則下，落實教學評鑑，改善教學效果，以保障學生的學習成效。

Looking back on the related literature about educational evaluation， we can know that “teaching evaluation” is often mixed with “teacher evaluation.” Because of it， educational administrators usually evaluate teachers just on the basis of its outcome， which ignores the counsel and encouragement of teachers and causes teachers to resist any kinds of evaluation. Th e study aims to defi ne the concepts of teaching evaluation， listing the factors and phenomena which are disadvantageous to teaching evaluation， and improve the teaching eff ects by the principles of democracy， professionalism， and diversity.