本研究探討台灣大三學生自評自己能力強弱，及學校協助學生發展能力的情況為何，並以此調查發現，對照民94 年台灣評鑑協會對大學校院的校務評鑑及整體大學評鑑結果，探討二者有無一致性的關係。同時比較公私立大學在學生能力及學校發展能力上的差異。希望能有助未來大學評鑑更以學生為中心，重視學生學習之成果。研究發現我國大學的學生能力自認不佳，學生不肯定學校在協助發展學生能力的成效。同時，發現學生能力與學校發展能力與各類校務評鑑結果以及整體校務評鑑結果，並無明顯一致的關係，只有教學資源及訓輔評鑑與學生能力較有一致性關係。公私立學校在學生能力及學校發展能力上，整體校務評鑑佳之私立學校亦未有明顯或實質差異。但t test 的差異檢定發現效果量不大， 因此需要謹慎解釋此結果。研究者針對研究發現提出各種可能原因，以解釋此發現，同時也提出未來如何用學生評量作為學校績效責任，以及建議如何配合各項校務評鑑訂定合適指標與妥適運用結果，以增加學生成果評量對學校教育成果改善的用途。

The purpose of this study is to analyze student competence and student development during college, versus the results of university evaluations provided by Taiwan Evaluation Association in 2005. This study also compares the differences between public and private university students’ competence and their satisfaction with student development through college. The researcher’s goal is to lead the university evaluations in Taiwan to become student learning-oriented in stead of input-oriented. The results of the study show that students do not feel their abilities are high enough and the students are not satisfied with their development during college. The statistical analysis shows that the consistencies between the college students’ competence, their development and the results of university evaluations have no apparent relationship except for the evaluations of teaching resources and student affairs. Furthermore, the public and private universities which have been recognized as good quality do not have substantial differences in student competence and student development. However, all of the effect sizes are not large enough to produce an accurate picture of the differences, so readers should be cautious about the significant differences in the study. In order to appropriately use student learning outcome in university evaluations, the researcher provides some possible explanations and suggestions on how to use assessment for the purpose of accountability, how to build better performance indicators and how to report the results of university evaluations.