本文旨在探討 Scriven 過去三十多年迄今在評鑑理論中的主張及其創新觀點，並藉由Scriven 評鑑理論創新觀點的詮釋，提出在教育中的省思。透過文獻發現，Scriven 對評鑑有如下的主張：評鑑者需要具備多重技能、評鑑是一門學科、各領域皆有評鑑的需求等。而Scriven 在評鑑理論中的創新觀點，包括：目標中立評鑑、消費者導向評鑑，及後續的形成性評鑑和總結性評鑑、業餘評鑑和專業評鑑，內在評鑑、收益評鑑與混合式評鑑，以及學科內評鑑、預測評鑑等，說明了評鑑應包含多元向度的層面，且涉及多種測量的等級，需使用多種方法的思維。最後，根據Scriven 的創新觀點提出教育中的省思與看法：(一)進行目標中立評鑑的彈性與問題，(二)形成性與總結性評鑑的謬誤，(三)對後設評鑑的迴響，(四)預測評鑑的指標與準確度，(五)消費者導向評鑑的優窳。希望藉由本文之探討，提供相關領域學者及評鑑實務工作者，在進行相關研究或制定策略時參考。

The article aimed to explore M. Scriven’s innovative views in the
evaluation theories in the past three decades, by the explaining of it to
offer the educational introspection. Through the literature, we can find
M. Scriven has some opinions of evaluations, including: goal-free
evaluation, consumer-oriented evaluation, formative evaluation and
summative evaluation, amateur evaluation and professional evaluation,
intrinsic evaluation and payoff evaluation and hybrid evaluation, and
intradisciplinary evaluation, and predictive evaluation. Explains that
evaluation should contain multi-dimensional stratification plane,
involves many kinds of survey ranks and must has the thoughts of using many kinds of methods.Finally, according to the Scriven innovation viewpoint proposed that in the educational introspection and thoughts: (1) flexibility and problems of proceeding the goal-free evaluation (2) a falsehood of formative evaluation and summative evaluation (3) the feedback of meta-evaluation (4) the index and accurate rate of predictive evaluation (5) the advantages and disadvantages of customer-oriented evaluation.Hope to provide reference resources by interpreting and deliberating M.Scriven’s innovation view in the evaluation theories to those related field scholars and practice workers when they are proceeding related researches or formulating strategies.