基於後設評鑑系統化特質及對評鑑專業發展的重要性，本研究旨在進行大學通識教學評鑑之後設評鑑，探討通識教學評鑑符合後設評鑑標準的程度。以一所國立大學師生為研究對象，研究方法先以問卷調查425學生，並配合教師焦點團體座談蒐集資料。主要結果發現在學生方面：學生自信能勝任教學評鑑工作、大致能掌握教學評鑑的內容、冀望評鑑結果能適度公布；在教師方面則認為教學評鑑有其限制，提升教學品質還是要聚焦於教師專業與教學知能提升、應發展適用不同領域學科的版本，以及教師對教學評鑑態度仍待改變等；整體上師生均肯定後設評鑑的重要性。研究最後亦根據後設評鑑結果，提出後續推動通識教學評鑑的具體建議。

Because of the systematic nature of the importance of professional development in meta-evaluation, I conduct a meta-evaluation on teaching evaluation of general education in a public HEI in Taiwan. The questionnaire survey and focus group are used for data gathering. The result shows that the students are self-confident when evaluatinge the instruction, and that they know the main contents of instruction and are interested in the result. For the quality of instruction, the best practices are not to use teaching evaluation but to enhance professional knowledge and teachers’ instruction skills. The different versions for diverse domains should be developed. Teachers’ attitude should be more positive. Finally, we propose some concrete suggestions for further application on teaching evaluation of general education.