由於過去研究指出有效評估「教師教學效能」的主要來源之一便是課程的顧客(學生)，也因此造成學校行政管理者偏好使用學生評量結果來評估「教師教學效能」，然而「學生評量教師教學」所得分數對於教師的實際教學效能之代表性卻是值得進一步探討，而主要原因是評量結果所隱含之潛在訊息往往受到實施過程複雜性的影響，為有效處理這種複雜性，本研究試著從學校行政的觀點出發來建構「學生評量教師教學」之實施層次，並依據探討結果提出較周延之策略架構。換言之，本研究首先依據過去文獻將「學生評量教師教學」實施所牽涉的相關面向歸納為四個層次，包括「評量運作制度」、「評量時機與方式」、「評量工具設計與編製」、「評量分析與結果運用」，並針對各層次提出對應的策略方案，最後輔以某技術學院的個案研究與訪談來觀察所提出之策略架構的應用性。 It has been indicated in the previous research that one of major channels to efficiently evaluate teaching effectiveness of a teacher is the one through students. For that reason, school administrators prefer to use student evaluation as the assessment on a teacher’s teaching effectiveness. However, whether student evaluation on a teacher’s teaching represents actual teaching effectiveness of the teacher deserves further exploration, because the potential message implied by student evaluation is generally influenced by the complication of a survey process. To efficiently deal with this kind of complication, this research tries to model student evaluation on a teacher’s teaching from a perspective of school administration, and proposes an overall strategic framework based on results of literature review and discussion. In other words, this research, based on previous literature, first categories student evaluation on a teacher’s teaching into four levels, namely –the operational system of evaluation, the timing and methods of the evaluation, the tool design and editing of evaluation and the application of analysis and results of evaluation. This study then proposes counter strategic solutions against every level. Finally, the applicability of the strategic framework proposed by this research is observed using a case study and interview that were performed towards a private institute of technology.
