我國地方政府層級教育課則系統建構之評估：模糊德菲法之應用

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(3) 647. Journal of Education & Psychology. December, 2005, VoL 28 No.4, pp. 645-665. The Evaluation of Constructing Educational. Accountability System in Taiwan Local. Government: The Application of Fuzzy Delphi. Method. Cheng-Ta Wu *. Abstract The goal of this study is to construct educational accountability system in Taiwan local government by collecting stakeholders' opinions including administrators, school administration staff, primary and secondary teachers and parents etc. We design the survey questionnaire about the implementation of educational accountability in Taiwan local government according to the purpose, audiences, criteria, modes, models, indicators, reports, development strategies and evaluation etc. Based upon data of literature review and questionnaire, conclusions have been reached as follows: l.The purpose of educational accountability system is to offer both teachers and the principal opportunities to develop professionalism. 2.Teachers are the main persons who take responsible for educational accountability. 3.Educational accountability system should take responsible for the students. 4.Taking students' and schools' diversity into consideration in evaluation is the most important development criterion of educational accountability system. • Cheng-Ta Wu: Associate Professor, The Graduate Institute of Educational Administration and Policy, National ChengChi University E-mail: changta@nccu.edu.tw Manuscript received: 2005.3.30; Revised: 2005.5.17; Accepted: 2005.6.15.

(4) 648. 5.Teacher training and curriculum development are prior items in the educational report. 6.Professional model is more feasible than other educational accountability models. 7.The indicators of educational accountability system should compose of evaluative indicators and non-evaluative indicators. 8.English and mathematics are most feasible to measure the outcomes of educational accountability system. Keywords: educational accountability system, accountability, Fuzzy Delphi method.

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(10) ~1'o ' 1~1~ J1A (1'0). =1. 0. tiIiliJELillt = f~ftf~m~ - fEl fJ;WiJ ~. *1iff~ ~ iiiW*Jt ~ em. 0. %Jf- '. 1 ..."".""..............""...... ,. ~1Jl$*~Y!8~iI:~~*Jt'[±:ttEm&~fj -¥. (Hwang 0. ,. 0. RJ111gtzg~ta~. ~:tE~fff*4l:l ~ B:ff 9cJ\.~ ::ts"Jfi~. Lin, 1987). lfiJT5G. mt~ fl~j r:p. Z {!iWfir.j.:Uffi¥1r~~*~ 83 §JWJitFl~J~nJ~~~.8~ , 1l$*~Y!~~5r ~3<!x~::f* ' 1JIJL!tfj[IDijJ1tS"J~~~~ JtnX:*mgyt~rWJ. ,. ~. ____. L. &. ~. ____. ~. ___ X. u. M. f~HJt1!jfV!tjf~Jt!. 50%zJil/f4:5t;:ffi t)*,*. , JtifJt,lS; j5ij ~ ::f ~o gyt. ~1'~.~iW~~-M • • :5tm@~. 2I1!{§-Jt{iQ50%Z!t~Jim ; , nEB. r:p{lL~(m)&Jt. 7fj~5GfJ;~~iRi~f§1&tm. t). ~,~W.~~Jt!L~::f1J~'tzg~. ~l@(t)~~P:*~5G. fl~~gffil r:piJtl}lij5ij~s"Jfi~*~ir W.. A =. , If:t1JP: ~*l1&111g~~A!liJL~,*i€. ~fJ;~'l±a~:5t ' z;J\::f3&fji!9ctzgJl!fffrf3~y!. ~pJT::tfi~£g~::f!t (Klir & Folger, (988) tzgIf:t ' *1iff~f*1fx - fEl 7fjfJ;~~*~m$*~Y!~irrt:l5~ , g~~DT (Dubois & Prade, 1980) : fJ;~~ ~ ~-fJ;~m ' Jt~Jlijj5ij. T:. (L, M, U) (x. L-R '. ~- =fElfJ;~19:. 0. Jt~I}~~g~tm. l)/(m-l),l'.5.x'.5.m. J1~(X)= (x-u)/(m-u),m'.5.x'.5.u. [. 0, otherwise. 0. J1 A (X): R ~ [0, 1] 1. J1A{X). '. U~~5G$*~:tt~~~*~'~m~. , fiJTt~ngJt~.j5ij~mO WU¥L~Ji z rs5 flr] 1~Ul5f:ffar7fj P: ~:tt~ '[± ' tzg~:5tJjtj*~.:y::f[P]S"J~.gr n~;@iftffiH@. 0. 0. 2. J1 A (X) ~. (convex fuzzy subset). r:pL~Ji~5Gw.*1r~:tt~~/N'li. fJ;. ~. 0. 3. J1 A (X). mIE~JHtfJ;~rm (nor mality of a fuzzy subset) , tm1-l;.:::tF--'if. *1iff~~;gm~MZP:~~l1&::f~;@iftffijf@~. , tzgIf:tf*l[)(~~1arzp:~~M~~m~. zft~. 0. fiJT:ff$*ZfJ;~~A. ,. *1iff~§t1L1Q~. eL, M, U). L-R '.

(11) a~~~aM~.ft. PJ~%fJf*fC~*f;jL1ffillJ~Ji*4S"lliif(~ t~;ft\lj~S"l~f@. ••• ~~~.~~~: •• a.*~.m. Ilt (total score) l£RIr'XChen. x-I. 0. WHwang (1992) ,f1fTm~f~:fMI~iJ&J~ :mHt (defuzzify) S"l1Jrt ' fE}er~*Mi 5E-r~l1ifif@y , j;jg(Pmtf::HlitS':JHiifJ c. lWfAB~t~:fMIwg~ y =. ~Jlffi~y=x. ( __. f~fJB~M~(~JI}l@. AHffi1tti7J'~~D-f. 0. :. 1. 9-t:u: :;;1JJmm fJ ~§l'§:lf±~tftS':J ~::::fi'It~;mJ~A. Wiff*~. , PJ{#JJfY~~. x~. u. l+u-m. cp y. ~ 1@(. ~*:f:fS"lyf@1{;~ JiR(A). -:& JiMIN(X). 0. t~*'t\IjlJfi~*tB~Wl@. %iff*~S"l~Jlwg. JiL (A) = SUP[JiA (X). fiP ~ ,II. 0. A. , ~D~~ : Jirrun (X)]. x. ~:. ff~AS"lt~;mJlJfi~. iffIJ\~S"l~JI}wg~. &. (m. Jirrun(X) ~5tJjU. M, U) 1{;~. (M,l)' (U,O),. ~~ PJ. =. @~~l~IHJ. EI3. WiffIJ\~. ~Jlffi~y=I~~~~~'PJ~JJfY~. -. fi'It~. .~AS"l~WW~W~~~~'B~A. = (L,. X-U. m-u. 10, otherwise. Jima,(X). y = m-l. :. rl-X,OSXSI. Jimin (X) =. I. I. x. X,OSX SI { 0, otherwise. Jim., (X). (L,O) ,. t~ :fMI ffi ~. y=. ~=~. ,. l+m. I. ~. ). 1+m-u. N). (L,O)' (M,l). EI3. (M,l) , (U,O) JJfY~liPJ9-t:U:t~;mJwg~ y. x-u lm-u. 4.jnJ~ , El3i&/J\l@~JllJfi~WAS"l. 0. 2.9-t:U:iff*~WiffIJ\~B~~Jl}wg~ JiMAX(X). N). m I. l+l-m. 'Ir'X. _u- ) 1+u-m. f. --)WC. l+l-m. ~~Chen-Hwangit1*jIC~1~i&*~W i&/J\~S"l~IJI}ffi~;f!ll~ ,*tfjj{~~~U. ~5. 1-1) l+m-l. (. m. I+m-u. cp y fJ frni (fiP ~ JI). '!f'X. ~*:f:fS"lYlil!1{;~ JiL (A). 0. 5.*,~EI3~~jfWf@§tffi1tllt~;mJ~A. (total score) , slftEl3ll:tf@~IIU~ ;mJ~~8)3iiif@ M-r~ : S"l~fil!. 0. fLr(A). x-u m-u. [JiR(A)+I-JiL(A)]/2. 15 (Dubois. ¥}J;ja-lt~ (a-cuts~a-level). 3.EI3iff*f@~IJI}wg~WAB~t~;mJwg. ~*tB~Wf@' ~D-r~: JiR (A) = SUP[JiA (X) A Jim" (X)] x. :r:tff~t~;mJ~iJ"~J=ocf!J:Hii~iJ. &. Prade,. mA-~~). 1980), n:5E~a-~~ (vj\~. M-r:. )M~*a5EB~j{~a (0::;. a ::; 1 ).

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(20) ~:iftTtifr1J5l1J!t1 ~f~. 0. :illz~~ffl!{~WP~L@J~. '. ~f:Z¥~aw pg:g ~1Itt~,EH/~rlilHml~. W~~sk]c1<:~bzJ~amifffliffjUIl. '. ~f:Z~. ~~~&ffl!{~~':E:&J~13{§3WW~fin:. ' j;J. system: Policy brief Retrieved January 28, 2002, from http://web.WestEd.org/ online_pubs/po-O 1-02. pdf Bush, G. W. (2001). No child left behind. Retrieved. March. 28,. 2003,. from. http://www.ed.gov/inits/proposal.pdf. J:t91tjf*~*fJJ:t. ' fJ59i~NiJffl!ft~f:Z~W. ~§mmAJ~~~*ftffiS-=t. 0. ~~~JlHR~:1J. ~'~W~§~~~~~f:Z~~~~~. ~*!t. ' ffff ~f:Z91IJ&\5Jt5EWl~ Bft;~~1T '. rnJ~taWJ%lk-=tgw~iC,\~':E1±~sk]~~. '[¥iflfj. 0. ~~~*!t1~~:1Jm191UfJ~~IlffiS. -=t~~~,. '1±~~':E&~~. : ~LffiStiB:1J~~1~1r*~. ' fJ& ~f4~g1J~~U.~~7t~ ,jt;~Ulf4 BWJt~ ~ , , ~=f4~*~1J~~U.~ffiSm~~ , 9t lli ~ ~ ttlr1J ilfx: J& JiU& Sk] 0. multiple. attribute. decision. making. methods and application. New York: Springer-Verlag. Cohen, M. (2002). Emerging issues in the. design of next generation accountability models. Retrieved April 28, 2003, from http://www.ecs.orglc1earinghouse139/96/ 3996.doc Council of Chief State School Officers. (2002). Designing school accountability systems: Toward a framework and process. Retrieved March 28, 2003 from http://www.ccsso.org/contentlpdfs/desig ning_school_acccsyst.pdf. I~W~~ ~Mc9tf~W~f:Z¥~a. , j;J{'FffiS%lk~WmtfL~~. Chen, S. J., & Hwang, C. L. (1992). FuzzY. 0. IBJ~. Council of Chief State School Officers. (2003). Statewide educational account. Wl~~~~W~.~~~~~,~WJ~. ability under NCLB: Central issues. ~t~~ft~~gB"Jmft. arising from an examination of state. I~W~*i~.ff. '. :illz~mHJ1~D~~f:Z. accountability workbooks and U.S. 0. Department of education reviews under the No Child Left Behind Act of 2001. Retrieved March 28, 2003 from. ~~n1p (2001). 0. 2001~f5(~~1j[;ZfnttW. ~~*~*"'~~ll*~. 0. ~o. $~t :. http://www. ccsso. orgl content/pdfs/State. wideEducationalAccountabilityUnderNC LB.pdf. Accountability Task Force (2000). So all. Department of Education and Employment. succeed: Delivering the promise of. (1997). Excellence in schools. Retrieved. Michigan. July 28, 2003, from http://www.dfee.. public. schools.. Retrieved. March 28, 2003, from http://w.¥w.mi accountability.org/report.pdf Ananda, S., & Rabinowitz, S. N. (2001).. Building. a. workable. accountability. gov.uklwpaperlstandx.htm Dubois, D., & Prade, H. (1980). Fuzzy sets. and systems: Theory and application. New York: Academic Press..

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