我國大學校院辦理自我評鑑的歷史並不長遠，可以自1990年的「私立大學校院四年中程校務發展計畫」的外部評鑑要求起算到教育部2012年推動的「教育部試辦認定大學校院自我評鑑結果審查」，強制要求試辦學校推動自主性自我評鑑來作為免受大學校務及系所評鑑的另一管道為止，總共歷經了22年的沿革發展。雖都稱為自我評鑑，但其中的意涵與運用確有不同，本文以文件分析法來瞭解我國自我評鑑的沿革、意涵與運用方式並依其動機、主導者及功能與目的將大學自我評鑑區分為自辦評鑑、自主性自我評鑑、因應性自我評鑑及配合性自我評鑑四類。此外，針對教育部目前辦理的「大學自我評鑑結果審查認定」的評鑑模式，提供目前有相類似制度的國家或地區的作法，包括澳洲、馬來西亞及香港作一比較分析，並得出與我國自我評鑑結果認定審查有自我評鑑資格認定單位、自我評鑑資格取得條件、自我評鑑結果認定機制及自我評鑑資格授權範圍四項差異，而這四項差異會導致未來我國運作此項評鑑作為在評鑑實務與國際接軌上的問題，建議教育部能有所調整，希冀能讓我國大學自我評鑑制度更完善。

This article is trying to understand the self evaluation history, meanings and the way it was used in Taiwan. In order to do so, this article first intended to explore the history of the university self evaluation in Taiwan to know its transition, and then analyze the meanings and usage with self evaluation synonym terms, such as self study, self assessment and internal evaluation. Second, this article described the self evaluation exemption rule made by Ministry of Education (MOE) which was written in the ”University Law” eager to pushing universities become good quality and self control and management bodies. In order to help MOE realize the better way to use self evaluation system, this article compared three similar systems including Australia, Malaysia and Hong Kong with Taiwan system to give a comparative analysis and recommendations to make sure the policy is doing the right things. At the end, this article summarized four differences between Taiwan and these three systems, such as the authority to recognize self evaluation status, the condition to get the self evaluation status, the mechanism to recognize the results, and the scope of the self evaluation status. No evaluation system can do well without practice, not to mention a very big change like autonomic self evaluation in our compulsory evaluation system. If the government wants to do things right and well, this policy may need more discussion and investigations to make sure the university really understand and is capable of getting to the goal that government set to be done.