教育指標的建構與發展，必須建立一個適切的概念模式，據以形成堅 固的理論基礎。此概念模式必須比一般的分類方式更為完備，呈現教育指標分析 的主要面向，以及建構指標的方法，據以選擇較佳指標的形式。本文在評閱相關 文獻後，提出教育指標的概念模式，包括系統模式、演繹模式、歸納模式、目標 模式與問題模式等五種類型。每一種模式對教育指標的建構均有其貢獻，但亦各 有限制。應用這些模式探討教育指標時，必須對其特性與限制有充分的瞭解，才 能正用模式並增進對教育指標的可能貢獻。

　　　　　A conceptual model is fundamental to the design of education indicators. This paper examines the conceptual models for education indicators that have been thus far developed, either explicitly or by implication. Models may be simple schemes in which different elements are distinguished or they may have a completely causal character. Five models in use for education indicators are discussed : system-oriented approach ; deductive approach; inductive approach; goal-oriented approach; and problem-oriented approach. These five models may account for both the focus and scope of education indicators which are of use to those working inside school and those monitoring quality from the outside. Although every model has various advantage and constraint, it can be used as a basic for selecting education indicators. Rather, the researches should establish specific models to ensure greater appropriateness in the procedures for development of education indicators.