課程評鑑是一個讓人們透過評鑑學習如何審視課程的過程。在教育現場上，當教師面對課程評鑑時，不管是透過自我檢核與省思，他人的觀察、紀錄、訪談或問卷，其審視課程的依據多為預定的課程評鑑標準（standards），標準的功能主要在指引評鑑的客觀方向，但同時也容易讓大家忽略課程的其他要素，侷限了評鑑的視野，忽視多元個體的脈絡差異，遏止可能的創造與發展。「標準」的存在讓大家在無意間限縮了關注焦點，而只向標準看齊，對於評鑑標準（standard）的應用逐漸走向標準化（standardization）的現象，已有愈來愈多學者開始反省標準化的問題，並開始提出後標準化（post-standardization）的概念，導引評鑑的另類的思維與途徑。本文即援引後標準化的思維，檢視課程評鑑標準的意義與價值，了解許多課程改革現場從標準化到後標準化的經驗，嘗試建構思考課程評鑑的後標準化圖像，希望找到一個重新觀看課程評鑑的位置。

Curriculum evaluation is a process that helps people to learn how to examine curriculum. When teachers deal with curriculum evaluation, no matter through self-reflection, observation from others, records, interviews or questionnaires, mostly they proceed according to the curriculum evaluation standards which are set in advance. The function of standards is primarily to provide evaluation with objective perspectives; however, standards setting makes teachers neglect other factors of curriculum and individual differences and thus may deter possible creation and development. The existence of standards narrows different issues of curriculum and makes standards the only criteria.While the application of evaluation standards gradually moves toward standardization, more and more researchers are reflecting on the pros and cons of standardization and provide the concept of post-standardization as an alternative. In this article I apply the concept of post-standardization so as to examine the meaning and value of curriculum evaluation standards, explore the experiences from standardization to post-standardization in curriculum reformation context and try to construct post-standardization, and thus have a brand-new perspectives toward curriculum evaluation.