指標權重建構可藉由不同方法計算，為了驗證可以進行模糊反應意見及方便的計算指標權重，本文嘗試以模糊理論來進行指標模糊權重的建構，並運用無母數統計方法進行齊一性檢定。一般文獻探討發現，大學評鑑的品質指標項目以「學校形象」、「教師素質」、「學生表現」、「研究成果」與「教學品質」等五項為主。本研究以此評鑑品質的指標發展網路問卷調查工具，針對任職於高中職之校長進行意見調查，並進行大學品質指標的模糊權重建構與檢定。針對全國高中職校長的調查，研究結果發現，各項指標與指標之間的相對權重差距並不明顯。然而，在指標權重齊一性檢定方面，發現不同背景變項的校長對上述指標的相對權重看法有顯著差異。在大學品質指標相對權重的排序上，亦出現不一致的情形。公立學校之校長較重視學校形象，私立學校校長較看重學生表現。高職校長較重視教學品質，高中校長較重視學生表現。北部和南部校長較重視教師素質，中部校長以學生表現為主。根據研究發現，本文提出如何運用模糊理論進行大學品質指標建構，以及模糊權重齊一性檢定的方法，針對大學教育的品質，現任高中職校長對品質指標的看法有其特殊的意義與參考價值。 Quality indicators which use in university evaluation can be constructed through different statistical models. In order to more easy to compute and to collect the fuzzy respondent opinions， the authors applied the fuzzy theory and nonparametric statistical analytic techniques to construct the relative weights of quality indicators and to test the homogeneity of their rankings. According to the literature review， the authors found that the university quality indicators included: university image， staffs quality， student performance， research achievement， and teaching quality. The purposes of this paper are to construct and test the fuzzy relative weights of quality indicators of university evaluation according to the senior high school principals’ opinions in Taiwan. The research findings indicated that the different background principals have different opinions on the quality indicators in terms of fuzzy weights. It found that the rankings of the fuzzy weights of quality indicators for university evaluation were not consistent. Public high school principals paid more attention to the indicator of university image. Private high school principals more concerned the indicator of student performance. Senior vocational high school principals more concerned the indicator of teaching quality. Senior high school principals paid more attention on the indicator of student performance. Principals in the northern and southern regions more cared about the indicator of staff quality. Principals in the central regions of Taiwan more concerned the indicator of student performance. However， the relative fuzzy weights of different indicators were not shown on significant difference. In this paper the authors provided the ways how to apply the fuzzy theory to construct the quality indicators of university evaluation and to test the homogeneity of fuzzy relative weights of the quality indicators. The opinions of the quality indicators from the senior high school principals have special meanings and valuable for the university evaluation.
教育與心理研究, 31(3), 1-24 Journal of Education & Psychology