大學學系核心能力評量機制之建構歷程

The Construction Process of the Assessment Mechanism of Core Competencies in a Department

10.6724/ERR.201408_(114).0008

潘文福(Wen-Fu Pan)

大學 ； 核心能力 ； 教學卓越 ； 總結性評量 ； Core competence ； summative assessment ； teaching excellence ； university

教育資料與研究

114期（2014 / 08 / 01）

229 - 264

繁體中文

本研究採取PDCA循環策略的行動研究，目的在於建構個案學系核心能力總結評量的實踐案例，進而提供他系發展之參考。總結評量發展社群由個案學系專任教授10位，另外邀請學生、校友、學界與業界代表各1名，總計14名組成，由研究者擔任主持人，從2011年3月1日至6月30日，前後共三次凝聚共識會議與四次向受評班級說明，完成4項規劃：1.建立核心能力、學系課程與總結評量的關連架構；2.新增畢業專題實作作為總結評量課程；3.透過系務會議與三級課程委員會通過總結評量實施辦法；4.建構網站專區蒐集並公開評量的準備資訊。研究者建議，在建構總結評量機制時可依社群與施測觀點，來完成評量的標準化作業程序，5項個案學系的發展經驗亦可供他系參考。

Relying on the PDCA strategy integrated into action research method, this research discusses the establishment of a summative assessment of core competencies. The action-research of an individual department is chosen to be the case of study. The task group consist 10 teachers of the case department, 4 representatives from students, alumni, industrials, and university teaching staff with the researcher as moderator (from 2011 March 1 to June 30). Three internal discussions and four orientations with scheduled classes were conducted. Four conclusions are made: (1) A related framework incorporating core competence, department curriculum (activity), and summative assessment is established for case department. (2) A capstone (as seen in the ＂Topic Creation before Graduation＂) is also established for case department. (3) The Summative Assessment Guidelines of case department are accepted by the department and by the three-level curriculum committee of case university. (4) A webpage is built to collect and exchange information relating to assessment. Five principles are provided to serve as reference for other departments.

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