發展與實施大學課外學習之能力指標   免費試閱

The Development of Indicators of Competence in University Extracurricular Learning: An Action Research Approach

本文分享一個以學務願景為基礎，建立大學課外學習能力指標的行動研究，研究者依時間序，描繪出個案的型塑歷程與討論議題。在願景內涵定義期（2005年10月至2007年8月），個案學校以行動研究形塑出學務工作願景，並發展出九項「活力領袖」初始指標，和多項待琢磨的「世界公民」議題。在願景內涵修煉期（2007年9月至2009年12月），個案學校確認「態度」是成就「活力領袖」最重要的關鍵，而「品德」則為世界公民的厚實基礎。這段時期的成果亦包括：八項「世界公民」與十四項「活力領袖」能力指標。這些指標隨後陸續融入多元的課外活動，以觀測和分析其適用性，此即為願景內涵聚焦期（2010年1月至2011年2月）。在行動落實的檢討後，此階段決定將「世界公民」與「活力領袖」指標予以整併成為更易聚焦的九項指標，這些能力指標分為個人（三項）、人際（三項），與社會（三項）三個層面。能力指標的建立不意謂要將課外學習正規化，而是希望提供活動規劃的方向與目標。課外學習能力指標既強調學習成果的可觀察與可評量，又重視學生在實務過程中的省思及修正。透過課外學習成效的具像化與持續的內省和辯證，提供給諸此指標再演化的養份，藉此讓課外學習的努力更受肯定，學務工作的成效更加彰顯。

This action research focused on the Student Affairs Division at a university in Taiwan. For six years, the research team developed and refined various indicators of competence in extracurricular learning. The study was divided into three stages: In the first stage (October 2005 to August 2007), indicators were defined, and a research plan was developed to implement the vision of Student Affairs. Nine preliminary competence indicators were identified to characterize "an energetic leader." A number of separate indicators were identified for "a global citizen," and these required further refinement. In the second stage (September 2007 to December 2009) the indicators were refined. The research members ascertained that within this specific university setting, attitude was considered the key to being "an energetic leader"; similarly, morals were the basis for being "a global citizen." Eight indicators were eventually developed for "a global citizen" and fourteen for "an energetic leader." During the third period (January 2010 to February 2011), the indicators were revised after a year of experience in using them for assessment. The revised set of indicators for extracurricular learning included three dimensions (individual, interpersonal, and social) and nine items. Combined, these items assessed a student's characteristics related to being "a global citizen" and "an energetic leader." The establishment of these competence indicators was not intended to formalize extracurricular learning, but to provide direction and clear goals for extracurricular activities. The indicators emphasized learning outcomes that were amenable to assessment. They also emphasized the practice of selfreflection and self-revision within students. The development of assessable outcomes and continual re-evaluation will result in the ongoing refinement of the competence indicators. By establishing these competence indicators, we hope to improve the results of extracurricular learning and the performance of Student Affairs even further.