評鑑專業化為近年來教育評鑑領域重要的發展趨勢，目前已有多項指標達到專業化的程度，惟在評鑑人員資格認證制度的推動上仍面臨不少困難，多數評鑑團體對於是否應對會員資格進行認證的議題尚未取得共識。加拿大評鑑學會歷經四年縝密的研議與規劃，於2009年正式實施評鑑人員資格認證機制，為評鑑領域邁向專業化的重要里程碑，其推動經驗也成為各國評鑑學會關注的焦點。本研究旨在探討加拿大評鑑人員資格認證機制，使用文件分析法及半結構式訪談，深入剖析加拿大推動認證制度的情境脈絡、規劃歷程、制度內容、配套措施、挑戰與解決策略等，並以加拿大實施經驗為借鑑，提出對我國教育評鑑專業化之啟示，主要包括評鑑人員資格認證推動初期宜以多數人能接受且反彈最少的方式設計、規劃過程應公開透明且廣納各利害關係人的意見、評鑑人員核心能力的建構需將國內評鑑文化與生態等因素納入考量、適當結合政府力量推動提升教育評鑑人員水準之相關措施。

In the past few decades, the field of evaluation has moved toward a more professional stance and especially so in the West. For example, in 2009, Canadian Evaluation Society (CES) developed a credentialing system and the so-called professional designations for evaluators. This has caused a lot of debate, and a consensus on doing this has not been reached in many other countries. What CES did is regarded as a significant milestone in the field and could be instructive for the Asia-Pacific area. To that end, this study conducted interviews and document analyses to look at the feasibility of such a system. What was the value of professional designations, how did CES plan and implement the system, what problems were encountered, and what solutions were used? A complete set of results were provided along with a discussion of what they might mean for evaluation in Taiwan. The main implications were: 1. a credentialing system is designed better when it is supported by most people, especially in the early stages, 2. the planning process should be open with multiple stakeholders' involvement, 3. contextual and cultural factors should be taken into consideration when constructing a framework of competencies for evaluators in Taiwan, and 4. proper governmental involvement is desirable when relevant policies for improving the quality of evaluators are implemented.