檢視各國大學入學非認知能力學習成果標準：以學生學習歷程檔案進行探討

Investigating the Learning Outcomes of Non-cognitive Abilities in University Admissions Across Countries: A Study Through Learning Portfolios

本文旨在闡述學習歷程檔案（Student Learning Profile, SLP）對大學招生策略的影響。首先，學習歷程檔案在教育體系中的角色逐漸增強，尤其在評估學生的多元能力和學習經歷方面。傳統的紙筆測驗雖具客觀性和標準化優點，但隨著教育模式從教師主導轉向以學生為中心，非認知能力應運而生。然我國進入大學個人申請管道中，需要繳交學習歷程檔案作為入學能力評估，而世界各國對於這類非認知能力如學習歷程檔案的評估如何進行、評估重點為何？則需要被探討。非認知測驗與社會情緒理論之間存在密切關聯，重視情緒調節、自我意識和社會技能等非認知能力在個人成功中的作用。非認知測驗是評估這些社會情緒能力的工具，對教育、心理健康及職場等領域至關重要。此外，學習歷程檔案作為非認知能力測驗的一環，對大學招生選才策略具有重要影響。它基於多元智慧理論，隨技術進步向電子化轉型，不僅促進了學生自我理解和生涯規劃，也幫助大學全面了解申請者。STEAM教育被視為發展學生非認知能力和跨領域人才的關鍵，儘管實施中面臨課程和教師培訓的挑戰，但跨領域學習值得鼓勵，以突破傳統學習框架，學習歷程檔案的細緻記錄有助於大學精準選才，體現跨領域學習在全球教育趨勢中的價值。

This aims to elucidate the impact of the Student Learning Portfolio (SLP) on university admissions strategies. Initially, the role of the SLP within the educational system has been steadily increasing, particularly in assessing students’ diverse abilities and learning experiences. While traditional paper-based tests have the advantages of objectivity and standardization, the shift from teacher-led to student-centered educational models has necessitated the emergence of non-cognitive skills. In our country, the submission of an SLP as part of the university application process is required to assess entry capability, raising questions about how such non-cognitive skills assessments, like the SLP, are conducted and what their focal points are internationally. There is a close relationship between non-cognitive tests and social-emotional learning theories, emphasizing the role of non-cognitive skills such as emotional regulation, self-awareness, and social skills in personal success. Non-cognitive tests serve as tools for assessing these social and emotional abilities, crucial for education, mental health, and the workplace. Furthermore, the SLP, as a component of non-cognitive skill assessment, significantly influences university recruitment and selection strategies. Based on Howard Gardner’s Theory of Multiple Intelligences and transitioning towards digitization with technological advances, the SLP not only facilitates students’ self-understanding and career planning but also provides universities with a comprehensive understanding of applicants. STEAM education is considered key to developing students’ non-cognitive abilities and interdisciplinary talents, despite challenges such as curriculum and teacher training needs. Encouraging interdisciplinary learning to break traditional educational frameworks, detailed records in the SLP aid in precise talent selection by universities, reflecting the value of interdisciplinary learning in global educational trends.