學校本位評鑑（school-based evaluation, SBE）是學校成員在外部評鑑專家的協助下，共同參與和執行評鑑工作，以落實學校本位自主管理的精神，提升教育的品質。文化性回應評鑑（culturally responsive evaluation, CRE）是因應文化脈絡的多元性而產生的評鑑模式，此類模式強調方案設計、實施及成效評估皆與方案所在的文化脈絡息息相關，故方案評鑑不僅要關注方案活動和成果之間的關聯，也要考量背後的文化脈絡因素，才能客觀評估方案的預期成果。因為SBE模式較少關注方案的文化因素及其影響，故建議結合此二類模式評估學校層級的課程，稱為文化性回應校本評鑑（culturally responsive school-based evaluation, CRSBE）模式。因學界對此類評鑑模式認知有限，故本文探過文獻探討先介紹CRE的相關概念，接續以學校本位課程為例，說明CRSBE的實施策略、原則以及可能遭遇的挑戰。

School-based evaluation (SBE) is the school faculty with the assistance of external experts to participate in the evaluation work with the school level to carry out the school system of accountability and improve the quality of schooling education. Culturally responsive evaluation (CRE) is an initiative model that is concerned about the impact of cultural and environmental contexts on program design, implementation, and evaluation. That is, CRE emphasizes that the design, implementation, and evaluation of the program are closely related to the cultural and environmental context in which the program is located. Program evaluations cannot focus only on the linkages between program activities and outcomes but also focus on potential cultural factors affecting program design, implementation, and evaluation to objectively assess whether or not the program has achieved the desired outcomes. Because the SBE approach does not pay attention to the impact of cultural and environmental factors in the process of evaluation, it is therefore recommended to combine SBE with CRE approaches titled culturally responsive school-based evaluation model to evaluate school-level programs or curricula. However, the academic community’s understanding of CRE is still quite limited, so this paper firstly through the literature review introduces the CRE’s core concepts and its principles of evaluation design; Secondly, discusses the implementation strategies, the principles, and possible challenges of using the culturally responsive school-based evaluation model to evaluate the school-based curriculum.