我國大學推動學習成果本位評量的現況與挑戰   免費試閱

Student Outcomes-based Assessment in Universities and Colleges: Current Status and Challenges

學生學習成果的評量是高等教育成效評鑑的核心價值，各大學對於學生學習成果評量機制的建立與運作成效也因此成為判斷大學教育效能及品質的重要指標。我國大學第二週期系所評鑑主要即是希望系所能建立整體學生學習成效評估機制，落實教育目標與核心能力，以確保學生學習成效。本文首先探討學習成果及學習成果本位評量的基本概念，接著以文件分析及實地訪談方式，對我國各大學所建立的學生學習成果評量機制進行分析與說明。整體來說，目前國內各大學的學習成果評量機制符合美國西部各州校院協會「學生學習成果本位評估模式」的要項，但是在執行上仍有一些有待釐清的問題，包括：一、科目與核心能力的對應關係與百分比分配；二、核心能力指數的計算方式；三、從修課成績轉化為核心能力；四、雷達圖是否有助於學生對核心能力的瞭解；五、會考或終端課程結果代表的意義；六、合理的績效標準；七、學習成果評量應以什麼為主；八、如何協助學生成功達到最高成就；九、學生個人因素對學習成果的影響；十、成果數據化的問題。最後，本文針對這些問題提出七項建議，做為未來各大學在執行學生學習成果評量上參考的依據。

Assessment of student learning outcomes is the core values of the effectiveness of higher education. Therefore, the operation and the result of learning outcomes assessment has become an important indicator of effectiveness and quality of universities. The second cycle of universities evaluation in Taiwan expected that universities can establish an assessment mechanism, implement universities goals and students’ core competencies, and ensure the effectiveness of student learning outcomes. This article started with the discussion of the basic concepts of learning outcomes and outcome-based assessment. Based on documentary analysis and interview, this article discussed the current practice and operation of learning outcomes assessment in Taiwan’s universities. Overall, the assessment mechanism of universities in Taiwan match the concepts of “Outcomes-based assessment model for student learning” by Westen Association of Schools and Colleges (WASC) in USA. However, whether the operation of assessment can properly reflect students learning outcomes need to be verified. This article raised ten issues to discuss: 1. The correspondence and percentage distribution between the subjects and core competencies; 2. The counting method of core competencies; 3. The translation from grades to core competencies; 4. Is the radar chart can help students understanding their core competences? 5. The result of testing or capstone courses; 6. The performance standards of core competencies; 7. How to help students succeed the culminating demonstration? 8. The learning outcomes are based on what? 9. The effect of students’ personal factor; 10. The problem of quantifying outcomes. Finally, this article proposed seven suggestions to provide a basic reference for conducting outcome-based assessmen.