The purpose of this study is to research the metaevaluation of school evaluation in Kaohsiung City¡¦s elementary schools. The theory based on a lot of documents built the metaevaluation standards of school evaluation in the elementary schools, and then to analyzed the implemented situation in Kaohsiung City¡¦s elementary schools. This was a questionnaire survey study. The population was evaluation committee members and school educators joining Kaohsiung City¡¦s 2004 and 2005 school evaluation. Twenty-seven evaluation committee members conducted questionnaires. According to school scales, the participants were purposive sampled and stratified random sampled. There were 717 educators in Kaohsiung City 45 elementary schools to conduct questionnaires. The data collected from questionnaires were analyzed using SPSS 10.0 for Windows. They were also presented by descriptive statistics and examined by t-test and ANOVA. According to the data analysis, the results of the study showed: 1. The theory and connotation of school evaluation and metaevaluation (1) School evaluation is an important process in school and it aimed to ensure the educational quality. (2) School evaluation should regulate concrete and feasible goals and plan complete context. (3) Metaevaluation inspected the primary evaluation programs and checked the evaluation functions. (4) Metaevaluation is critical to determine the evaluation value and implemented by metaevaluation standard approved by professional evaluation members. 2. The degrees that the practice of school evaluation in Kaohsiung City¡¦s elementary schools coped with metaevaluation standard were as followed. (1) As a whole, the situation of implementing school evaluation in Kaohsiung City¡¦s elementary schools was fine, and ¡§utility¡¨ standards were the highest. (2) In ¡§utility¡¨ standards, the evaluator credibility was the highest, but the evaluation context was the lowest. (3) In ¡§feasibility¡¨ standards, the practical procedures were the highest, but the cost effectiveness was the lowest. (4) In ¡§propriety¡¨ standards, the human interactions was the highest, but the result treatment was the lowest. (5) In ¡§accuracy¡¨ standards, the described purposes and procedures was the highest, but the written records about programs and writing of evaluation reports were the lowest. 3. With related to effects in Kaohsiung City¡¦s elementary schools, the different beliefs between elementary school educators and committee members with different backgrounds were concluded as followed. (1) Different genders of elementary school educators had inconsistent beliefs on ¡§utility¡¨, ¡§feasibility¡¨, and ¡§propriety¡¨ levels. (2) Educators with different degrees had different beliefs in ¡§feasibility¡¨ level. Who with above master¡¦s degree were more than those graduated from a teachers college or a teachers university. (3) Educators in different positions had different beliefs. Compared with other participants, principals had significant differences in ¡§utility¡¨, ¡§feasibility¡¨, ¡§propriety¡¨, and ¡§accuracy¡¨ levels. (4) Educators with different working years had different beliefs. Compared with other participants, educators working over 21 years had significant differences in ¡§utility¡¨, ¡§feasibility¡¨, ¡§propriety¡¨, and ¡§accuracy¡¨ levels. (5) Educators in different school scales had no significant differences in school evaluation. (6) Educators in different evaluation school years had no significant differences in school evaluation. (7) Evaluation committee members with different genders had no significant differences in school evaluation. (8) Evaluation committee members with different identifications had no significant differences in school evaluation. Finally, according to the findings and conclusion, the researcher provided concrete suggestions to educational administrators, elementary schools, and future researches.

The main purpose of this study is to research the metaevaluation of special education evaluation in Kaohsiung Area¡¦s elementary schools. The theory was based on a lot of documents to built the metaevaluation standards of special education evaluation in the elementary schools, and then to analyzed the implemented situation in Kaohsiung Area¡¦s elementary schools. This was a questionnaire survey study. The population was school special educators who participate in Kaohsiung Area¡¦s special education evaluation. There were convenience sampling 389 special educators in Kaohsiung Area¡¦s elementary schools to conduct questionnaires. Totally 296 valid questionnaires were collected and analyzed by SPSS 12.0 for Windows. They were also presented by descriptive statistics and examined by t-test and ANOVA. According to the data analysis, the results of the study showed: 1. the implemented situation in Kaohsiung Area¡¦s elementary schools ¡]1¡^As a whole, the situation of implementing special education evaluation in Kaohsiung Area¡¦s elementary schools was fine, and ¡§utility¡¨ standards were the highest ¡]2¡^In ¡§utility¡¨ standards, the ¡§practical procedures¡¨ was the highest, but the ¡§cost effectiveness¡¨ was the lowest. ¡]3¡^In ¡§propriety¡¨ standards, the ¡§service orientation¡¨ was the highest, but the ¡§formal agreements¡®fiscal responsibility¡¨ was the lowest. ¡]4¡^In ¡§utility¡¨ standards, the ¡§evaluator credibility¡®report clarity¡¨ was the highest, but the ¡§evaluation indicators, report timeliness and dissemination¡¨ was the lowest. ¡]5¡^In ¡§accuracy¡¨ standards, the " valid information¡¨ was the highest, but the ¡§reliable information¡®impartial report¡¨ were the lowest. 2. Different background variable difference analysis ¡]1¡^Different genders and positions of elementary school special educators had no significant differences in four perspectives of evaluation standards. ¡]2¡^Different special educational background of elementary school special educators had inconsistent beliefs in ¡§feasibility¡¨, ¡§propriety¡¨ , and ¡§utility¡¨ levels ¡]3¡^Different working years of elementary school special educators had inconsistent beliefs in ¡§propriety¡¨ and ¡§accuracy¡¨,levels. ¡]4¡^Different numbers of special class in schools of elementary school special educators had significant differences in ¡§feasibility¡¨ levels. ¡]5¡^Different school location of elementary school special educators had significant differences in four perspectives of evaluation standards ¡]6¡^Different result of evaluation of elementary school special educators had different beliefs in four perspectives of special evaluation