由於評鑑資訊對組織規劃與決策歷程的重要性日增，教育評鑑工作在國內及全世界都有相當大的比例是藉由內部評鑑來加以實踐。本研究旨在探究科技大學內部評鑑人員需扮演的角色及其應備能力，經文獻分析、八位專家訪談、18位德懷術專家兩回合問卷調查，透過資料分析與處理，本研究獲得下列結論：一、科技大學內部評鑑人員須具備27項評鑑能力，扮演倡議／規劃、支持／促進、改變管理／監督稽核、教育訓練、溝通／調停仲裁、研究／調查判斷、決策支援與資訊提供者等七種角色，需要較多評鑑能力項目的前三種角色依序為倡議／規劃、支持／促進、改變管理／監督稽核者等。二、內部評鑑人員應扮演角色的詮釋有其複雜性，整體而言，在內部評鑑的前置規劃階段主要扮演倡議／規劃者，在評鑑實施階段主要扮演研究／調查判斷者，在結果決定階段則為研究／調查判斷、倡議／規劃者兩種角色並重。三、評鑑人員在內部評鑑中的八種角色可歸納為「互動－管理」、「互動－執行」、「權威－管理」及「權威－執行」四種取向。

Information obtained from educational evaluation is of growing importance to organization planning and policy decision. As such, in Taiwan, as well as in many other countries in the world, educational evaluation is carried out mainly by internal evaluation. This study explored the role and competency of internal evaluators. Literature review, Semi-structured interview, and modified Delphi technique were used to collect information for generalizing the value judgment of this study. Eight administrators in charge of school self-evaluation policy of the university were interviewed, and 18 experts were involved in modified Delphi technique. Three of the main findings of this study are: 1. There are 27 competencies required of the internal evaluator. Of the seven roles played by the internal evaluator, three require more evaluator competencies than the others: advocate/planner, supporter/facilitator, and change agent/auditor. 2. Evaluators of the internal evaluation, on the whole, should play the role of expounding its complexity: At the stage of planning, they play the role of advocate/planner; at the stage of implementation, they play the role of researcher/investigator; and at the stage of results decision, they play an equal role of researcher/investigator and advocate/planner. 3. The eight roles played by internal evaluators can be classified into four orientations: interaction-management, interactionimplementation, authority-management, and authority-implementation.