中文部分
吳明清(1995)。教育方案評鑑模式及其應用。教育資料與研究，4，44-48。
查有梁(2003)。建模方法論。2005年12月1日，取自http://ruanzixiao.diy.myrice.com/jmff11012.htm
杜美智、游家政(1998)。國民小學教師的課程決定—社會科教師之個案研究。課程與教學，1(4)，73-93。吳清山、高新建、黃幸美、葉興華、張素偵﹙2002﹚。學校本位課程發展評鑑表介紹。國立教育資料館委託研究。台北市：台北市立師院初教系執行。
吳麗君(1992)。評鑑倫理的再省。國民教育，32(7-8)，43-46。
林幸姿(1997)。國小階段教師參與課程發展之研究。台灣師範大學教育研究所碩士論文，未出版，台北市。
周珮儀(1995)。課程改革、課程決定層次與課程評鑑。研習資訊，12(6)，12-15。
周淑卿(1995)。以評鑑促進小學學校課程自主。載於中國教育學會(編) （1995）。教育評鑑(頁199-216)。台北市：師大書苑。
周淑卿(2002，6月)。教室層級的課程設計：課程實踐的觀點。載於國立教育資料館主辦之「教室層級課程規劃」會議論文集(頁1-10)，台北市。徐世瑜(2002，6月)。教師進行課程規劃歷程之探討。載於國立教育資料館主辦之「課程改革的落實-教室層級課程規劃」會議論文集(頁17-23)，台北市。高新建(1998)。主編的話。課程與教學，1(4)，1。
高新建(2001，11月)。學校本位課程評鑑的相關概念。載於國立教育資料館主辦之「學校本位課程評鑑的理念與實踐」會議論文集(頁4-19)，台北市。高熏芳、林盈助、王向葵(譯)(2001)。J. A. Maxwell著。質化研究設計：一種互動取向的方法。台北市：心理。
曹一鳴(2004，6月)。借鑑、整合、超越-數學教學模式運用的三重境界。2005年12月1日，取自http://www.pep.com.cn/200406/ ca506806.htm
陳伯璋(2000)。質性研究方法的理論基礎，載於中正大學主編，質的研究方法(頁25-49)。高雄市：麗文文化。
陳伯璋(2001)。學校本位課程發展與行動研究。輯於中華民國課程與教學學會主編，行動研究與課程教學革新(頁33-47)。台北市：楊智文化。
陳伯璋等(2002，10月)。中小學課程改革。論文發表於群策會舉辦之國政研討會教育改革組議題五，台北市。
郭昭佑(2000)。學校本位評鑑。台北市：五南。郭昭佑(2002，11月)。教師如何從事課程評鑑：從增權賦能評鑑理念談起。載於國立教育資料館主辦之「學校本位課程評鑑的理念與實踐」會議論文集(頁24-42)，台北市。陳怡潔、胡士琳、梁瑞芸、謝于斐(2004)。行動研究，載於潘慧玲主編，教育研究的取徑：概念與應用(頁329-368)。台北市：高等教育。
陳美如(2001)。學校本位課程評鑑之研究。行政院國家科學委員會專題研究計畫成果報告(NSC89-24-13-H-081B-003)。台北縣：教育部台灣省國民學校教師研習會研究室。陳美如(2002a)。當教師遇見課程評鑑：轉變與成長。師大學報:教育類，47(1)，17-38。陳美如(2002b)。台灣課程評鑑的回顧與展望。國立高雄師範大學教育學系教育學刊，18，87-112。郭昭佑、陳美如﹙2001﹚。教師如何從事課程評鑑：從賦權增能評鑑理念談起。教育研究月刊，88，83-93。張健(2005)。論高職教育實踐教學模式的選擇與建構。2005年11月18日，取自http://www.tech.net.cn/y-jyjs/sxjd/9846.shtml
張煌熙(1999)。因應新世紀的新課程：評估、評鑑與協商。教育資料研究，26，46-47。張煌熙、王振德（1997）。國小資優教育評鑑模式發展之研究。行政院國家科學委員會專題研究計畫成果報告(NSC 85-2511-S-133-008)。台北市：台北市立師範學院初等教育系。
張德銳(1992)。國民小學教師評鑑之研究。新竹：新竹師院。張嘉育﹙2002﹚。學校本位課程改革。台北市：冠學文化。張嘉育、黃政傑(2001)。學校本位課程評鑑的規劃與實施。課程與教學，4(2)，85-109。黃光雄(1989)。評鑑導論。載於黃光雄(編譯)，教育評鑑的模式(頁3-47)。台北：師大書苑。
黃政傑(1991)。課程設計。台北市：東華。
黃政傑(1992)。課程改革。台北市：漢文。
黃政傑(1994)。課程評鑑。台北市：師大書苑。
黃政傑、張嘉育(1998)。教室本位的課程發展。教師天地，93，6-11。游家政(1994)。國民小學後設評鑑標準之研究。台灣師範大學教育研究所博士論文，未出版，台北市。
游家政(2001，11月)。教師在學校課程評鑑的角色。載於國立教育資料館主辦之「學校本位課程評鑑的理念與實踐」會議論文集(頁43-50)，台北市。游淑燕(1994)。幼稚園課程決定層級體系及其運作情形分析：兼論如何提昇幼稚園課程決定之品質。嘉義師院學報，8，419-470。
黃嘉雄 (1996)。建立新課程實施的評鑑制度邁向更合理的課程改革工程。國民教育，37(1)，49-55。
黃嘉雄﹙2002﹚。彈性學習節數課程評鑑架構與規準。載於九年一貫課程改革的省思與實踐，315-348。台北市：心理。
葉興華(2001，11月)。以課程設計模式的建立與檢核來進行學校本位課程評鑑。載於國立教育資料館主辦之「學校本位課程評鑑的理念與實踐」會議論文集(頁43-50)，台北市。甄曉蘭(1995)。合作行動研究：進行教育研究的另一種方式。嘉義師範學院學報，9，297-319。
甄曉蘭(2001)。中小學課程改革與教學革新。台北市：元照。蔡培村譯(1982)。教育環境評鑑。高雄市：復文。
歐用生(2000)。課程改革。台北市：師大書苑。
歐用生、黃政傑等(1997)。國小審定本教科書評鑑報告(第一、二冊)。中華民國課程與教學學會。
蔡清田(2000)。教育行動研究。台北市：五南。
蔡清田(2002，11月)。學校層級課程規劃。載於國立教育資料館主辦之「課程改革新紀元-學校層級課程規劃」會議論文集(頁5-21)，台北市。
潘慧玲(2004)。緒論：轉變中的教育研究觀點，載於潘慧玲(主編)，教育研究的取徑：概念與應用(頁1-34)。台北市：高等教育。
歐用生(2000)。課程改革。台北市：師大書苑。
盧增緒（1995）。論教育評鑑觀念之形成。載於中國教育學會(編)：教育評鑑(頁3-59)。台北市：師大書苑。
蘇錦麗(1993)。台灣地區大學學門評鑑委託公正學術團體辦理之可行性分析。現代教育，8(4)，113-162。
蘇錦麗(1997)。高等教育評鑑—理論與實際。台北市：五南。外文部分
Adelman, C. (1984). The politics of evaluating. In M. Skilbeck (Ed.), Evaluating curriculum in the eighties (pp.32-37). London: Hodder and Stoughton.
Anderson, S. B., Ball, S., Murphy, R. T., & Associates (1981). Encyclopedia of educational evaluation: concepts and techniques for evaluating education and training programs. London: Jossey-Bass.
Alkin, M. C. (2004). Comparing evaluation points of view. In M. C. Alkin (Ed.), Evaluation roots: tracing theorists’ views and influences (pp.3-11). London: Sage.
Alkin, M. C., & Christie, C. A. (2004). An evaluation theory tree. In M. C. Alkin (Ed.), Evaluation roots: tracing theorists’ views and influences (pp.12-65). London: Sage.
Alkin, M. C., & House, E. R. (1992). Evaluation of programs. In Marvin C. Alkin(Ed.), Encyclopedia of educational research(pp.462-467). New York: Macmillan.
Alkin, M. C., & Lewy, A. (1991). Three decades of curriculum evaluation: introduction. In Arieh Lewy (Ed.), The international Encyclopedia of curriculum (pp.399-400). New York: Pergamon.
Ball, S. (1987). The micro-politics of the school: towards a theory of school organization. London: Routledge.
Beane, J. (1986). Curriculum planning and development. Boston: Allyn & Bacon.
Beyer, L. E., & Apple, M. W. (1988). The Curriculum: Problems, Politics, and Possibilities. USA: State University of New York Press.
Bogdan, R. C., & Biklen, S. (1992). Qualitative research for education: an introduction to theory and methods. Boston: Allyn & Bacon.
Brubaker, D. L. (1982). Curriculum planning: The dynamics of theory and practice. Glenview, IL: Scott Foresman and Company.
Carr, W., & Kemmis, S. (1986). Becoming critical: education, knowledge and action research. London: Falmer .
Caro-Bruce, C. (2000). Action research: facilitator’s handbook. Wichita Falls, TX: NSDC.
Clarke, A., & Dawson, R. (1999). Evaluation Research: An introduction to principles , methods and practice. London: Sage .
Clandinin, J., & Connelly, M. (1992). Teacher as curriculum maker. In P. Jackson(Ed.), Handbook of research on curriculum (pp.363-401). New York: Macmillan.
Cronbach, L. J. (1963). Course improvement through evaluation. In P. A. Taylor & D. M. Cowley (1973) (Eds.), Readings in curriculum evaluation(pp.11-19). Dubuque, IA: WM. C. Brown Company.
Cuba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. London: Sage.
Davis, E. (1981). Teachers as curriculum evaluators. Sydney, AUS: George Allen & Unwin.
Eisner, E. W. (1994). The educational imagination: on the design and evaluation of school programs (3rd. Ed.). New York: Macmillan College.
Elbaz, F. (1991). Teachers’ participation in curriculum development. In A. Lewy (Ed.), The international Encyclopedia of curriculum (pp.365-367). London: Falmer.
Ferrance, E. (2000). Action research. RI, USA: Brown University.
Fullan, M. (2001) The new meaning of educational change. London: RoutledgeFalmer.
Forsyth, I., Jolliffe, A. & Stevens, D. (1997). Evaluating a course: Practical strategies for teachers, lecturers and trainers. London: Kogan Page.
Goodlad, J. I., Klein, M. F., & Tye, K. A. (1979). The Domains of curriculum and their study. In T. H. Quinn & M. Hennelly(Eds.), Curriculum inquiry: the study of curriculum practice(pp.17-41). New York: McGraw-Hill.
Green, J. L., & Stone, J. C. (1977). Curriculum evaluation: theory and practice with a case study from nursing education. New York: Springer Publishing company.
Green, R. L. (1978). The ethics of curriculum evaluation. Educational Leadership, January, 284-286.
Grobman, H. (1970). Developmental curriculum projects: decision points and processes. New York: New York University.
Grundy, S. (1987). Curriculum: product or praxis? London: Falmer.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. London: Sage.
Harland, J. (1996) Evaluation as realpolitik. In D. Scott & R. Usher (Eds.), Understanding educational research (pp.91-105). London: Routledge.
Hill, J. (1986). Curriculum evaluation for school improvement. Springfield, IL: C.C. Thomas.
Hopkins, D. (1993). A teacher’s guide to classroom research (2nd).London: Open University.
Kellaghan, T., Stufflebeam, D. L., & Wingate, L. A. (2003). Introduction. In T. Kellaghan, D. L. Stufflebeam & L. A. Wingate (Eds.), International handbook of educational evaluation (pp.1-6). London: Kluwer Academic Publishers.
Kemmis, S., & Robottom, I. (1981). Principles of procedure in curriculum evaluation. Journal of Curriculum Studies, 13(2), 151-155.
Kincheloe, J. L. (2003). Teachers as researchers: qualitative inquiry as a path to empowerment (2nd). London: RoutledgeFalmer.
Kuhne, G. W., & Quigley, B. A. (1997). Understanding and using action research in practice settings. In B. A. Quigley & G. W. Kuhne (Eds.), Creating practical knowledge through action research: posing problems, solving problems, and improving daily practice (pp.23-40). San Francisco, CA: Jossey-Bass Publishers.
Levine, T. (2002). Stability and change in curriculum evaluation, Studies in Educational evaluation, 28(1), 1-33.
Lewy, A. (1977). The nature of curriculum evaluation. In A. Lewy, (Ed.), Handbook of Curriculum Evaluation(pp.3-33). New York: UNESCO.
Lewy, A., & Alkin, M. C. (1991). Curriculum evaluation: overview. In A. Lewy (Ed.), The international Encyclopedia of curriculum (pp.397-398). New York: Pergamon.
Lunneborg, C. E. (1994). Modeling experimental and observational data. Milton Keynes, UK: The Open University.
Macpherson, I., Arcodia, C., Gorman, S., Shepherd, J., & Trost, R.(1998). Collaborative action research: learnings from a social sciences project in a secondary school. In Bill Atweb, Stephen Kemmis, & Patricia Weeks (Eds.), Action research in practice: partnerships for social justice in education (pp. 212-238). London: Routledge.
Marsh, C., & Stafford, K. (1988). Curriculum practices and issues. Sydney, AUS: McGraw-Hill.
Marsh, C. J., & Willis, G. (2003). Curriculum: alternative approaches, ongoing issues (3rd). Upper Saddle River, NJ: Merrill.
Mathison, S. (2005). Models of evaluation. In S. Mathison (Ed.), Encyclopedia of evaluation (pp. 256-258). London: Sage.
McCormick, R., & James, M. (1990). Curriculum evaluation in schools. London: Croom Helm Ltd.
McKernan, J. (1991). Curriculum Action Research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page.
McNiff, J. (2001). Teaching as learning: an action research approach. London: Routledge.
Melrose, M. (1998). Exploring paradigms of curriculum evaluation and concepts of quality. Quality in Higher Education, 4(1), 37-43.
Mergendoller, J. R. (1981). Mutual inquiry: The role of collaborative research on teaching in school based staff development (ERIC Document Reproduction Service No ED.230496).
Morrison, K., & Ridley, K. (1988). Curriculum planning and the primary school. London: Paul Chapman.
Nevo, D. (1986). The conceptualization of educational evaluation: an analytical review of the literature. In E. R. House (Ed.), New directions in educational evaluation (pp. 15-29). London: Falmer.
Nevo, D. (1995). School-based evaluation: A dialogue for school improvement. Tel Aviv, Israel: Masada.
Nisbet, J. (1984). Curriculum evaluation in context. In M. Skilbeck(Ed.), Evaluating Curriculum in the Eighties (pp.165-171). London: Hodder & Stoughton.
Norris, N. (1998). Curriculum evaluation revisited. Cambridge Journal of Education, 28, 207-219.
Oja, S. N. (1984). Role issues in practical collaborative research on change in schools. (ERIC Document Reproduction Service No. ED247249)
Oja, S. N., & Smulyan, L. (1989). Collaborative Action Research: a developmental approach. London: Falmer.
Oliva, P. F. (1992). Developing the curriculum. New York: HarperCollins.
Parsons, R. D., & Brown, K. S. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth.
Pratt, D. (1994). Curriculum planning: A handbook for professionals. Fort Worth: Harcourt Brace College Publishers.
Rudduck, J. (1984). Curriculum development and teacher research. In M. Skilbeck (Ed.), Readings in school-based curriculum development (pp. 231-243). London: Paul Chapman.
Russell, N., et al.,(1981). Teachers as evaluators project: a guide to evaluation in the kindergarten or preschool. (ERIC document Reproduction Service No. ED207714)
Russell, N. (1984). Teachers as curriculum evaluators. In M. Skilbeck (Ed.), Readings in school-based curriculum development (pp.244-255). London: Paul Chapman.
Russell, J., F. & Flynn, R. B. (1992). School-University collaboration. Bloomington, IA: The Phi Delta Kappa Educational Foundation.
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: ASCD.
Sanders, J. R. (1988). Forms and functions of evaluation in small schools can vary. ERIC Clearinghouse on Rural Education and Small School Las Cruces NM (ED296816).
Sanders, J. R.（1992）. Evaluation school program : An educator’s guide. Newbury Park, CA: Crowin.
Sawin, E. I. (1969). Evaluation and the work of the teacher. Belmont, CA: Wadsworth.
Saylor, J. G., & Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning: for better teaching and learning. New York: Holt, Rinehart and Winston.
Scriven, M. (1967). Methodology of evaluation. In P. A. Taylor & D. M. Cowley (1973) (Eds.), Readings in curriculum evaluation (pp.28-48). Dubuque, IA: WM. C. Brown Company.
Sinclair, J. et al (Eds.). (2000) Collins Cobuild English Dictionary. London: HarperCollins Publishers.
Stenhouse, L. (1981). An introduction to curriculum research and Development, London: Heinemann.
Taylor, P. A., & Cowley, D. M. (1973). New dimensions of evaluation. In P. A. Taylor & D. M. Cowley (Eds.), Readings in curriculum evaluation (pp.1-6). Dubuque, IA: WM. C. Brown Company.
TenBrink, T. D. (1974). Evaluation: a practical guide for teachers. New York: McGraw-Hill.
Tyler, L. L. (1978). Curriculum evaluation and persons. Educational Leadership, January, 275-279.
Tyler, R. W. (1970). Basic principles of curriculum and instruction. Chicago: The University of Chicago.
Wagner, J. (1997). The unavoidable intervention of educational research: a framework for reconsidering researcher-Practitioner cooperation. Educational Researcher, 26(7), 13-22.
Wann, K. D. (1952). Teachers as researchers. Educational Leadership, May, 488-495.
Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6(2), 118-127.
Weiss, C. H. (1999) The interface between evaluation and public policy, Evaluation, 5(4), 468-486.
Wick, J. W. (1987). School-based evaluation. Boston: Kluwer-Nijhoff.
Willis, G. (1981). Democratization of curriculum evaluation. Educational Leadership, May, 630-632.
Wolf, R. M. (1991). Tyler Evaluation Model. In Lewy(Ed.), The International Encyclopedia of Curriculum, 411-413. New York: Pergamon.
Worthen, B. R., & Sanders, J. R. (1987). Educational evaluation. New York: Longman.
Worthen, B. R., & Sanders, J. R., & Fitzpatrick, J. L. (1997). Program Evaluation: Alternative approaches and practical guidelines(2nd). New York: Longman.