出版社：The Evaluation Center, Western Michigan University
摘要：The purposes of metaevaluation go beyond the traditional functions of accountability
and enhancement. It helps guide strategic organizational change and legitimizes evaluation systems.
Metaevaluation results can also be used to create checklists so that the persons responsible for any
evaluation can revise, monitor, and control them by themselves. In this paper, the self-evaluation
stage of an evaluation process in higher education is metaevaluated. The qualitative method applied
analyses to the concerns and complaints that emerged during the work sessions. The results are
structured around two key elements: the input (information and self-evaluation guideline) and the
throughput (the committee and the process, including the meetings and dynamics of work). The
information and self-evaluation guidelines are intended to be responsive, comprehensible, and reliable.
The self-evaluation committee and process should be effective, efficient, and responsible with the
task. The results are discussed with regard to theoretical proposals for evaluation quality that
emphasize criteria such as responsiveness and technical quality of the evaluation
