建構主義評鑑主張事物的價值係社會中人們所建構的，認為評鑑探究過程應含納利害關係人參與價值的協商與建構，一方面透過探究獲取受評者的各種信實性資料，另一方面將探究所得資料提供利害關係人面對面質問、對話、論辯，以持續尋求價值建構的共識及促成共識性行動。《十二年國民基本教育課程綱要總綱》亦強調學校的課程評鑑，應鼓勵教師個人省思與社群專業對話，與建構主義評鑑的理念頗契合。本文乃分析建構主義評鑑的本體論、認識論和方法論等理念及其提出的詮釋—辯證主義方法學，並舉例說明其建議的評鑑實施過程，以供國內學校進行校本課程評鑑之參考。

Constructivist evaluation advocates that the value of things is constructed by people in society. It believes that the process of evaluation inquiry should include the participation of stakeholders in the negotiation and construction of value. During the evaluation, the trustworthy data about the evaluated is obtained through rigorous investigation, meanwhile, the data obtained from the investigation will provide stakeholders with face-to-face questioning, dialogue, and argumentation, so as to continuously seek consensus on value construction and promote consensus actions. The General Guidelines of Curriculum Guidelines of 12-year National Basic Education also emphasizes that school curriculum evaluation should encourage teachers’ personal reflection and professional dialogue within the professional community, which is in line with the concept of constructivist evaluation. This article analyzes the ontology, epistemology, and methodology of constructivist evaluation, as well as the hermeneutic-dialecticism methodology it proposes, and gives examples of its recommended evaluation implementation process for reference for school-based curriculum evaluation in domestic schools.