|
期刊目錄列表-第三十九期【教育評鑑研究期刊】(115年6月出版) |
|
美國360度回饋評鑑理論與教育應用的發展、評析與啟示 [詳全文] |
|
作者：蔡旻宏 |
|
刊期：第39期 |
|
摘要： 360度回饋建構於多來源評估的基礎，遂探討在美國由軍事情報單位與工商組織領域移植至K-12 中小學與高等教育等教育場域的制度發展，本質上乃為制度邏輯之轉譯與功能定位之重構。本文係衡酌若僅複製管理導向的組織控制功能，易引發受評者的防衛反應並弱化專業對話。因此，探究該機制如何由「管理控制」轉向支持校長「專業反思」與「組織學習」的發展性工具，成為深化學校領導評鑑設計的核心動機。研究採文獻分析法，其方法論立場立基於跨場域之制度分析視角，有助於釐清360 度回饋在不同組織情境中的功能差異，採用此方法的依據在於其作為一種制度化評核工具，透過制度功能比較與文獻統整，完整建構其理論依據、制度演變、實證論據與教育轉化的關鍵機制，分析框架聚焦於制度目的、制度條件及支持系統三大主軸，據以詮釋360 度回饋在情境本位與數位應用趨勢下，如何驅動教育實質改進的轉譯路徑。研究結果顯示，360 度回饋在教育場域的實質效能，關鍵在於制度定位與情境詮釋，探討能否根據教育組織的專業性、脈絡化特性與組織文化，發展兼顧資料可信度、制度正當性與改進行動力的實施模式，效能關鍵提出以「自我評鑑—專業支持—改善行動」為核心的治理閉環，以回應教育組織的價值結構。具體而言，制度設計須優先定位為發展導向，並建立匿名信任的資料治理、專業對話機制與回饋效用，方能促成領導者的自我覺察與行動革新。此轉型邏輯促使教育政策由單一行政考核轉向參與性及證據導向的改進模式，促使個人反思提升至組織學習與治理透明度的制度層次。 關鍵詞：360 度回饋、多來源評估、教育場域、制度發展 |
|
|
|
Journal of Educational Administration and Evaluation, June 2026, Vol. 39 |
|
The Review and its Implications of the Development and Application of 360-Degree Feedback Evaluation Theory in Education in the United States |
|
Author: Min-Hung Tsai Vol.&No.: Vol. 39 |
|
Abstract: This study examined the development and application of 360-degree feedback, a multi-source assessment mechanism originally rooted in U.S. military intelligence agency and corporate organizations, as it is adapted for the complex landscape of educational leadership in K-12 and higher education settings. This study explored the critical transformation of this mechanism from a tool of "managerial control" into a developmental instrument designed to foster "professional reflection" and "organizational learning". Employing a contextual-developmental literature analysis, the study traced the translation of the feedback mechanism across different fields. Its analytical framework centers on three dimensions：institutional purposes, conditions, and support systems, longitudinally examine the drivers of institutional adaptation and change, thereby establishing a theoretical basis for interpreting how context-specific and digitally informed applications of 360-degree feedback can chart a translation pathway toward substantive educational improvement. Findings revealed that the efficacy of 360-degree feedback hinged on its alignment with the value structures of educational organizations, specifically through the implementation of a governance loop comprising "self-evaluation, professional support, and improvement action". To be successful, institutional designs must prioritize developmental purposes and establish a foundation of anonymous data governance and professional dialogue to mitigate defensive responses while enhancing leadership self-awareness. Ultimately, this paradigm shift facilitated a broader policy transition from rigid administrative appraisals toward participatory, evidence-based improvement models. By elevating individual reflection to the level of systemic organizational learning and governance transparency, 360-degree feedback provided a robust translation path for driving substantive educational reform in contemporary, data-informed contexts. |
|
Keywords: 360-degree feedback, multi-source assessment, educational context, institutional development
|