成人教育專業組織不僅是實務推動的關鍵，也是專業化的必備條件之一。臺灣地區近年來成人及終身教育組織雖然多元發展，但是其具體實施成效究竟如何卻不得而知。放眼國內、外成人教育及終生學習的發展，績效評估已是不可避免的趨勢。無論營利組織或非營利組織都已有一些適當的指標可資評估其成效。本研究的主要目的，是從成人教育組織專業化的觀點，探討臺灣地區成人教育組織經營績效現況，進而發展並建構一套完整、系統化，並適合臺灣地區成人教育組織的績效評估模型與指標。研究方法主要為焦點座談及德懷術，根據焦點座談結果，具體研擬成人教育組織績效評估指標的問卷作為研究工具，並透過德懷術的方法，建構成人教育組織績效評估指標。研究結論顯示，本研究所建構的「成人教育組織CVIPP績效評估模型」，共有5個構面、19個評估項目，以及59項評估指標，指標的信、效度頗高，可以適用於評估臺灣地區成人教育組織經營績效。因此，本研究建議，後續研究可依據本研究所建構之模型進行問卷調查，或進行半結構訪談，也可以針對不同類型之成人教育組織，做各類型組織之間的比較。本研究亦建議政府在本研究基礎上，逐步發展我國各類型成人教育組織共同認可之績效評估工具，並以此作為起點，逐步建立起成人教育的專業化與證照化。

It is recognized that adult educational organizations deliver educational services which is one of the crucial elements to promote adult education professionalism. Recent years adult and lifelong educational organizations in Taiwan have been developed diversely; however, the outcomes of organizational performances are not confi rmed. Performance evaluation of adult and lifelong educational organizations is becoming a trend worldwide as well as in Taiwan. Both profit and non-profit organizations have adopted various indicators in terms of performance evaluation.The purpose of this research is to build up a set of comprehensive and systematic evaluation models and indicators with which are suitable for Taiwanese adult educational organizations in particular. Focus group interviews and Delphi technique are adopted as research methods. The responses of focus group interviews are further developed as base for Delphi questionnaire and which helps to construct a set of CVIPP performance indicators. The fi ndings of the research reveal that the CVIPP Performance Evaluation Model of adult educational organizations include 5 dimensions, 19 program evaluation items and 59 evaluation indicators. The reliability and validity are good which indicate that the model is appropriate to assess the performance of adult educational organizations in Taiwan. It is suggested that to use the CVIPP model established by the research to develop questionnaire survey or semistructured interviews for follow-up studies. Different types of adult and lifelong educational organizations could use the model to do evaluation and comparison. The results of this research results could provide an evaluation foundation for government to develop evaluation tools to assess different types of adult educational organizations, thus, in term, to help generate ideas of certifi cation and professionalism of adult education in Taiwan.