從政策評估的觀點來肴，有評鑑就應有後股評鑑，教育部在教師與業發展評 鑑的相_計遵中，亦明確指出應辦理與案訪視或後設評鑑研究。基於後設評鑑在教 師畀業發展評鑑推動上的道要性，本研究以診斷性後股押鑑揆紺為工具，透過諮詢 輔導之提供，協助縣市進行全阈中小嘐試辦教師得業發展評鑑的診斷性後設扑鑑， 並«整縣市所得結果，進行全W性後股評鑑之研究。研究對象共計21焖縣市，研 究目的旨在了解及診斯全W各縣市學校試辦教師得業發展評鑑之基本資料與執行情 形。透過文件分析與問迮凋査等方法，本研究枳據各縣市診斷忭後設評鑑之結采， 分項進行檢核、診斷與分析，W後並根摊研究結采，提出後綃推動教師畀業發展評 鑑之政策纽議

The study was a meta-evaluation aiming to evaluate the characteristics and implementation of Teacher Evaluation for Professional Development (TEPD) in 21 counties in Taiwan for the last year of the pilot program. The research team helped the counties conduct meta-evaluation with the module of diagnostic meta-evaluation and collected their reports to do the nation-wide study. Using documentary analysis and survey method, the research team checked, diagnosed and analyzed the outcome of the diagnostic meta-evaluation of all the counties. At last, policy suggestions for implementing TEPD were proposed.