教師教學評量乃是教學品保重要一環，教師教學評量機制因順應各校校務發展特色與策略而有所不同。本研究依據認知心理學與建構主義之教育理論基礎，並採融合研究法，探討與發展教師教學評量的衡量工具，以符應研究個案創新教學與教學品保實務。根據本研究結果，發展問卷內容包括有｢基本資料｣、｢教學課程｣、｢學校教學環境與設備｣、｢學習自我評估｣，以及｢修讀本課程的總體心得與建議｣等五大部分，其中在｢教學課程｣方面，建立四大效標五大構面，分別為｢課程設計與評量｣、｢教學策略與方式｣、｢師生互動情形｣、｢教師情緒管理｣，以及｢整體滿意度｣。本研究並提供相關建議供後續研究參考。

Teacher’s instructional evaluation is an important part of teaching quality assurance. The teachers' instructional evaluation system of each university is different because it has to match the development characteristics and strategies of each university. This study was based on the educational theories of cognitive psychology and constructivism. And this research adopted the mixed research method to explore and develop the measurement tools of teachers' instructional evaluation, in order to cope with the case innovative teaching and teaching quality assurance practice. According to the results of this study, the development of the questionnaire included five parts: "Basic Information", "Teaching Courses", "University Teaching Environment and Equipment", "Learning Self-Assessment" and "Total Experience and Suggestions for Studying the Course". In the "Teaching Courses", four major criterions and five dimensions were developed, namely "Course Design and Assessment", "Teaching Strategies and Approaches", "Teachers and Students Interaction Situation", "Teachers’ Emotional Management" and "Overall Satisfaction". This study also provided relevant suggestions for future research.