教育行政主管機關，為了瞭解學校教育的經營績效，紛紛透過評鑑機制來對學校經營做整體的總體檢；為了推動校務評鑑，教育行政主管機關也展現了相當大的心血與努力，從政策的宣導、評鑑計劃的規劃、經費的投入，然而，我們是否應該好好的省思，投入這麼多的資源，能否達到校務評鑑的目的。因此，為能達成校務評鑑的功效，評鑑的定位就顯得非常重要，形成性與總結性評鑑各有其主要目的和功能，依據評鑑的目的、時機而加以考量運用。另外，也提出校務評鑑實施之四項爭議：評鑑書面資料的真實性、評鑑價值判斷的客觀性、評鑑標準的普遍性、訪評時間的足夠性。最後，希冀建構校務評鑑為像專業顧問諮詢的學校本位評鑑，透過內外部評鑑的連結與多元參與的真誠對話，以建立學校內部評鑑的常駐機制。

In order to understand the operating performance of school education, the educational administrative authority evaluates the whole status of school management by evaluation mechanisms. To promote school evaluation, the educational administrative authority has put considerable effort, including policy propaganda, framing evaluation plans and the investment. However, we are supposed to reflect that after investing such many resources, whether it has achieved the purpose of school evaluation. Therefore, in order to achieve the efficacy of school evaluation, the positioning of evaluation is even more important. Formative evaluation and summative evaluation respectively have their main purpose and function, and they are used according to the purpose and timing for evaluation. In addition, four controversial points of the implementation of school evaluation are proposed: the authenticity of written material, the objectivity of value judgment, the universality of evaluation criteria, and the adequacy of interviewing time. Finally, by means of the internal and external evaluation, diverse participation and sincere communication, it is expected that school evaluation would turn into school-based evaluation with professional consulting service. In this way, permanent evaluation mechanism within schools can be established.