An assessment scale of ECB: Perspectives from the faculty and staff of technical colleges in Taiwan
Faculty and staff in Taiwanese technical colleges are required to perform school self-evaluations. Most members of technical colleges come from postsecondary schools and are thus unfamiliar with school self-evaluation procedures. An effective school self-evaluation involves a complete ECB,1 making it necessary to build faculty and staff evaluation capacity. In this research, we analyzed previous studies, interviewed experts, conducted expert reviews, constructed an ECB assessment scale, and collected the opinions of 1054 faculty and staff, to confirm the validity of the proposed assessment scale. This scale included 21 items summarized in four dimensions: understanding the evaluation guidelines, familiarizing with evaluation requirements, participating in the evaluation activity, and implementing the evaluation connotation. We explain the four dimensions behind the ECB model, and propose three lessons learned from it.
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- Naccarella, Lucio & Pirkis, Jane & Kohn, Fay & Morley, Belinda & Burgess, Philip & Blashki, Grant, 2007. "Building evaluation capacity: Definitional and practical implications from an Australian case study," Evaluation and Program Planning, Elsevier, vol. 30(3), pages 231-236, August.
- Stevenson, John F. & Florin, Paul & Mills, Dana Scott & Andrade, Marco, 2002. "Building evaluation capacity in human service organizations: a case study," Evaluation and Program Planning, Elsevier, vol. 25(3), pages 233-243, August.
- Fleming, M. Lynette & Easton, Janice, 2010. "Building environmental educators' evaluation capacity through distance education," Evaluation and Program Planning, Elsevier, vol. 33(2), pages 172-177, May.
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