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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99922


    Title: 應用模糊網絡分析法建構教育學門系所評鑑指標體系
    Other Titles: Using Fuzzy Analytic Network Process to Build a System of Evaluation Indicators for Education Departments and Graduate Schools
    Authors: 林筠諺
    Keywords: 教育學門;評鑑指標;模糊網絡分析法;網絡分析法
    education domain;evaluation indicator;fuzzy analytic network process;analytic network process
    Date: 2014-06
    Issue Date: 2016-08-09 16:31:56 (UTC+8)
    Abstract: 建構教育學門系所評鑑指標體系有助於確認教育學門系所評鑑的重要向度，提供系所經營和提升教育品質參考。本研究釐清教育學門系所評鑑指標意涵，從教育法規規範、教育評鑑論述、品牌評估觀點討論評鑑項目，自評鑑向度、評鑑指標和評鑑理念層面思考指標發展議題，構建出三個層級的評鑑指標體系架構。結合模糊網絡分析法與整合專家看法，提出由行政管理、環境設備、課程規劃、教師教學、學生學習、專業表現、經營成效等向度構成的教育學門系所評鑑指標體系，包括17個次向度與65項評鑑指標。分析結果顯示七個評鑑向度具高關聯性，學生學習情形和師生專業表現兩向度最為重要。
    To construct a system of evaluation indicators is an important issue, which not only provides an objective viewpoint to improve the quality of departments and graduate schools, but also shows what is considered as crucial in management and teaching. However, it should be criticized that is whether similar standards of evaluation could also be used in different fields of departments and graduate schools. Thus, based on the specification of educational code, the theory of educational evaluation and band management, this study applied Fuzzy Analytic Network Process to construct key performance appraisal indicators for educational departments and graduate schools. The research showed that the conceptual framework of the evaluation indicator system containing 7 dimensions, which including administrative management, environment and equipment’s, curriculum planning, faculty’s teaching, student’s learning, professional performance, and operative outcomes, while 17 sub-dimensions and 65 indicators are also presented. Meanwhile, the results of the study also found that student’s learning and professional performance are more emphasized than others.
    Relation: 教育與心理研究, 37(2),67-93
    Journal of Education & Psychology
    Data Type: article
    DOI 連結: http://dx.doi.org/10.3966/102498852014063702003
    DOI: 10.3966/102498852014063702003
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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