班級經營認證本質上是一種教師評鑑，因此應用評鑑相關理論來審慎建立認證方案，不僅可行而且必要。由於認證對象、認證功能、自願或強制性的不同，班級經營認證會有不同的範圍、焦點、嚴格度。不同類型的班級經營認證方案應當分別建立，方能使其符合教育評鑑方案所強調的效用性、可行性、適切性、精確性等標準。班級經營認證適用認可模式，CIPP模式及外貌模式亦提供若干啟示。班級經營認證的方法，以總結性評鑑、外部人員評鑑、非比較性評鑑為主，並應力求兼採依據目標的評鑑與不受目標約束的評鑑、內在標準評鑑與外在標準評鑑、過程評鑑與結果評鑑、量性評鑑與質性評鑑、科學化評鑑與藝術性評鑑等的優點。至於認證規準則應廣泛羅列班級經營各項相關事項，再採用專家判斷或統計分析技術來確立適當的規準架構。

Classroom management accreditation is a kind of teacher evaluation, therefore it is feasible and necessary to apply evaluation theory to the establishment of classroom management accreditation program. The scope, focus, and rigorous level of accreditation are different due to the various object, function, and participation mode of accreditation program. It is appropriate to establish the program for each type of classroom management accreditation respectively, so that the program could match standards for educational evaluation programs in terms of utility standards, feasibility standards, propriety standards, and accuracy standards.Accreditation model is the model which most appropriately applies to classroom management accreditation program, and CIPP model and Countenance model also provide some implications to it. The evaluation methods for classroom management accreditation program should be summative evaluation, external evaluator evaluation, non-comparisonevaluation, and should take the advantages from the other evaluation methods such as goal-based evaluation and goal-free evaluation, internal evaluation and external evaluation, process evaluation and product evaluation, quantitative evaluation and qualitative evaluation, scienceapproach evaluation and art-approach evaluation. The criteria of classroommanagement accreditation have to enumerate the tasks relating to classroom management widely, then establish its structure through expert judgment or statistical analysis technology.