近年來國內教育市場受到內在與外來的衝撃，爲提升教學品質，我國於2003年成立 中華工程教育學會，負責國內工程與科技教育認證的工作，並期望儘速與國際接軌。教育 認證之重要課題，在於建立教學持續改善機制，以確保教育品質的持續提升。因此，爲通 過工程與科技教育認證，將面臨二大核心問題：首先，持續改善的依據與比較基準，應該 根植於數據之上，要如何量化評量教學成效，是一重要課題；第二，在評量教學成效之 後，如未達滿意之結果，如何找到優先的改善之培養方法，以達持續改善的循環。因此， 本研究提出以多準則多關聯綜合評估法(Multi-criteria and Multi-connection Comprehensive Assessment, MCCA)與重要-績效分析法（Important Performance Analysis, IPA)形成一整合 式架構，建立教學成效評量及進行優先改善培養方法分析的模式。最後本研究將以大葉大 學環工系94學年度教學成效作爲實例研究。

In recent years, some of the developments have brought in severe competition that challenges the vitality of Taiwan's 160 universities and colleges. Not to lag behind in the competition, these educational institutions have to boost their educational quality and competitiveness. In preparing the IEET accreditation, three key issues should be addressed: a mechanism for continuous education improvement, an evaluation system to measure students' learning and an analysis approach to investigating teaching insufficiency. the Multi-criteria and Multi-connection Comprehensive Assessment (MCCA) model to quantify overall students' learning and Important-Performance Analysis (IPA) to explore the improvement priority. Finally, the proposed approach will be applied to the Environmental Engineering Department of Da-Yeh University to demonstrate its use.