當前臺灣高等教育充滿評鑑的文化，社會大眾的想像及學術自我規範的期待，導致評鑑議題爭論不休。循此脈絡，高等教育的課程展開一系列以品質管理、責任績效、能力指標等原則的成就目標導向評鑑模式，如全面品質管理（Total Quality Management, TQM）、背景輸入過程成果模式（Context Input Process Product , CIPP）、品質機能展開（Quality Function Deployment, QFD）等。然而，此種模式是否理所當然地成為高等教育課程發展的未來？宜酌予衡量。課程評鑑不只是全球化競爭之使然，也是政治的一部分。本文從後設評鑑的觀點，解讀課程評鑑的本質、自主性、模式及能力效標，質疑當前課程評鑑的合理性與客觀性。文末提出社會正義、多元圖像、演進式課程評鑑的概念，盼為高等教育課程帶來一些啟示及具體建議。

Many evaluative cultures exist in higher education. Social images and academic self-regulation has led to the creation of the discourse of evaluation. According to the current context, higher education launches into a variety of curriculum evaluation modes, including Total Quality Management (TQM), Context Input Process Product (CIPP), and Quality Function Deployment (QFD). All of these place emphasis on quality, efficiency, and indicator. Are these measures suitable for the curriculum in higher education? Curriculum evaluation is not only a process of global competition but also a part of the political system. From the viewpoint of a meta-evaluation approach, this paper interprets the outline of curriculum evaluation. This includes the nature of evaluation, the autonomy of curriculum, the TQM mode, and the indicators of performance achievement. This paper also draws some conclusions on their validity, feasibility, practicality, and objectivity. Finally, social justice, multiple images, and evolutionary evaluation are desired before these measures can be considered as an adequate alternative approach to other methods of evaluation for the curriculum in higher education.