「學習成果」導向之高等教育品質保證對大學教與學之影響：高教深耕計畫可以再深化什麼？

Learning Outcome Based Institutional Review in Taiwan Higher Education and Its Impacts on University’s Teaching and Learning: What Else Can MOE Deep Plowing Project Do Further?

2016年第二週期校務評鑑，以「學生學習成效」及「資訊公開」為主軸，鼓勵大學運用有效能的教學方式，開創新的學習課程。2017年，教育部推出高教深耕計畫，希望凸顯各類大學的特色，打破系和系的僵化限制，藉由教學創新，啟發學生的學習自主動能，強化跨領域知能及技能。因此，教學現場的翻轉與帶動教學創新成為高教深耕的主軸。藉此，本研究的目的有三：一、了解臺灣高等教育評鑑中心2011年第一週期校務評鑑對大學教學創新與學生學習的影響；二、比較分析2016～2017年第二週期校務評鑑與高教深耕計畫之目的、性質、指標內涵及與教學創新及學生學習之關聯性；三、由品質保證的觀點分析教學創新在高教深耕計畫的角色。

Following two major concerns of “student learning outcomes” and “information transparency”, the second cycle of HEEACT institutional review was launched in 2016. All institutions were encouraged to develop effective teaching strategies and approaches as well as offer innovative courses in the self-assessment process. In 2017, Ministry of Education initiated a new higher education enhancement project called “Deep Plowing”, aiming at universities’ features development and interdisciplinary learning and skills. In other words, funded universities are supposed to equip students with self-learning capacities, and cross-disciplinary knowledge and skills. Hence, the fi rst purpose of the study is to explore the impact of the first cycle institutional review in 2011 on university’s teaching quality and learning outcomes. The difference and similarities between the second cycle institutional review in 2016-2017 and 2017 MOE Deep Plowing project will be analyzed next in terms of objectives, standards and review procedures. The suggestions for MOE “Deep Plowing” project in teaching innovations and quality improvement will be made as a conclusion from a perspective of quality assurance at the end of the paper.