教師專業發展確能提升教學效果，然而，教師專業發展成效， 需要經過評估歷程來檢視確認，評估結果能改善及提升專業發展的品 質。評估不僅在滿意度調查，更需關注學習者知識、技能與行為的改 變，並反映至學生學習的成效上，則專業發展之成效才能真正展現。 本研究係針對教師專業發展成效評估之內涵及作法加以探究，以「教 師專業發展評鑑方案」為焦點，透過文獻分析及焦點團體訪談進行資 料蒐集並分析。主要之研究目的有四：第一、探討國內外評估教師專 業發展成效之常見作法；第二、了解國內外評估教師專業發展成效之 相關研究；第三、分析國內辦理教師專業發展成效評估之作法與意見； 第四、探討評估教師專業發展成效實踐之挑戰與因應；綜合初步研究 結果，提出評估教師專業發展成效之作法及建議。整體獲致之結論， 分別為：一、將評估視為歷程或關注評估層面；二、專業發展能提升 專業知識，有助於教學實踐，確實能影響學生學習；三、教專推動成 效，主要在於檢視教學問題及增進同儕分享，評估概念及作法較不明 確；四、評估成效尚待改進。根據結論提出五點建議供未來評估之參 考。

Professional development of teachers is the main factor behind teaching effectiveness. However, professional development course itself needs to be evaluated to see whether it works. The purpose of assessment aims rather at improving the learner’s knowledge, skills and behaviors, and at producing the good effect of students’ learning. This study is exploring the connotation between evaluation and the effect of professional development, and evaluation practices. It also provides an effective teacher professional development program as reference. Our analysis is focused on the teacher evaluation for professional development. Document analysis and focus group interviews for collecting information are taken for this purpose. Our research consists of: 1) an exploration of domestic and international research methods which are used to assess the effectiveness of teacher professional development; 2) an understanding of relevant researches on the evaluation of the effects of teacher professional development; 3) an analysis of the effects of local teacher’s professional development and assessment practices ; 4) an exploration of new evaluation in order to cope with the challenges of assessing teachers’ professional development’s effectiveness. It then proceeds with a synthesis of the primary effectiveness of planning strategy from which recommendations are given as follows: 1) Assessment is the process of observing and measuring learning, as seen in Guskey’ 5 levels, which can improve professional developmentprogram. 2) An enhancement of advanced knowledge by professional development activities would be an aid to classroom practice, that impacts student’s learning effectiveness. 3) Professional development evaluation would promote peer sharing, and would help in discovering the teaching problems. 4) In order to evaluate the impact of professional development more effectively, more support and training are required. Drawn from these conclusions, five suggestions are given for consideration.