九年一貫課程評鑑強調評鑑方法的多元性，尤其「藝術與人文領域」課程評鑑是綜合性學習的結果。Eisner提倡的教育鑑賞與教育批評包含了四個步驟：鑑賞、描述、闡釋和評價，這種評鑑途徑擴大了評鑑者的視野。筆者依據Eisner的教育鑑賞和教育批評方法，提出「藝術與人文領域」課程評鑑之應用範例，希望從事「藝術與人文領域」課程的教育人士，能重視這種評鑑特質，針對不同的人、事、物、情境，進行不同的課程評鑑。最後，提出呼籲：課程評鑑是繼續不斷的循環歷程，需要不斷的對話與採取「行動研究」的回饋歷程。

In evaluation of the nine-year curriculum, multiple methods of evaluation have been used. This is especially true in arts and humanities field, as it is here that overall learning outcomes are emphasized. The educational connoisseurship and criticism proposed by Eisner subsumes the following four steps: connoisseurship, description, interpretation, and evaluation. Such an evaluation process broadens evaluators' vision. Using Eisner's evaluation connoisseurship and criticism, the present researcher proposes a model for evaluation of the arts and humanities curriculum. By way of this study, the researcher hopes for those involved in the work of arts and humanities curriculum can value such salient characteristics of arts and humanities curriculum based on various people and situations. Finally, the present research advances a call for attention: Curriculum evaluation is a continual and cyclical process. It requires constant dialog and continual action research to serve as a feedback.