學習成果導向的教學設計與評量：「教學原理」的實踐案例

Learning Outcome-based Instruction and Assessment: A Practical Case Study of “Teaching Principles” Course

學習成果導向的教學已是當前高等教育發展的主流，本文即是一個實踐「學習成果導向教學與評量」案例，筆者將此模式運用在2012年所任教之「教學原理」一科，重新建構課程、教學方法及評量活動。\r課程實踐成果顯示，學習成果評量模式為大多數學生所肯定，主要的成果在：（一）學習目標聚焦，有助於學生學習。（二）重視理論與實務的結合，學生學以致用。（三）學生課堂參與度高，師生互動更佳。（四）評分方式多元，讓不同能力的學生皆能展現亮點。（五）師生共同訂定評分量尺，並實際運用在同儕互評，學生學習準備更有方向可循。（六）分組合作學習展現溝通及團隊能力。不過，此模式之運用亦有幾項值得省思之處：（一）課堂參與度提高，但對不擅參與討論的學生仍需輔導。（二）學習內容太多、課堂教學過於緊湊。（三）學生在評分量尺的訂定與同儕互評的能力有待加強。透過實踐歷程，本文提出此模式對大學課程及教學的啟示如下：（一）透過教、學與評量的校準，能有效提升教學的品質。（二）由教到學的典範轉移，大學教師應精進自己的教學專業。（三）運用翻轉課堂的概念，重新建構課堂的學習活動。（四）評量即是學習，以具體的評分量尺引導學習。

The model of learning outcome-based education focuses on student achievements. Teachers are encouraged to develop standards and guidelines for effectively assessing student-learning outcomes and promoting teaching quality. This study provided a practical case study on learning outcome-based instruction and assessment. This model was applied in a “Teaching Principle” course taught in 2012. The purpose was to reconstruct the course， teaching methods， and assessment activities based on the student-learning outcomes. Student feedback received after the conclusion of the course indicated that most of the students supported the learning outcome-assessment model. The primary outcomes were as follows:(a) definite learning objectives facilitated student learning; (b) combining theory and practice enabled students to apply what they learned; (c) a high level of student classroom participation improved student-teacher interactions; (d) diverse grading methods assisted students with varying abilities to show their strengths; (e) teachers and students could jointly establish and apply scoring rubrics during peer assessment， which provided students with a clear strategy for learning preparation; and (f) group learning allowed students to demonstrate communication and teamwork skills. However， several concerns were revealed during the model application: (a) although classroom participation improved， counseling was necessary for students who exhibited passivity toward participating in discussions; (b) the course content involved excessive materials and the course schedule was too fast-paced; (c) the student abilities of developing rubrics and peer assessment required further strengthening. Based on the results， the following proposals were made about improving university instruction and assessment: (a) combining teaching， learning and assessment effectively would improve teaching quality; (b) with a paradigm shift from teaching to learning， university professors should substantially improve personal teaching professionalism; (c) classroom learning activities should be revised based on the concept of flipped classroom; and (d) given that assessment is perceived as part of learning， specific rubrics should be used to guide learning.