論「通過／不通過制」在大學教育的誤用與重塑

On the Misuse and Reestablishment of the Pass/Fail Grading System in University Education

10.3966/102887082019096503003

林俊儒(Jun-Ru Lin)；林昆翰(Kun-Han Lin)；何萬順(One-Soon Her)

成績平均積點 ； 通過／不通過制 ； 零學分課程 ； 學習評量 ； 學習規劃 ； grade point average ； pass/fail ； zero-credit course ； grading evaluation ； learning planning

教育研究集刊

65:3期（2019 / 09 / 30）

67 - 89

繁體中文

本文首先釐清「通過／不通過制」（Pass／Fail，簡稱P／F制）的學習評量方式與「百分制」和「等第制」之異同，以及P／F制與成績平均積點（grade point average，簡稱GPA）的關係，並且呈現P／F制在臺灣高等教育發展上與零學分課程之間的緊密連結。接著，從學分與授課的對應關係，說明「服務學習」、「教學實務與實習」與「外語能力檢定」此三種零學分課程如何誤用P／F制，並指出其中的可能弊端以及背後的政策思維。從教育政策的角度觀察，P／F制與其他評量方式各有利弊得失。在提示P／F制的適用課程、對象與階段的理論基礎上，本文主張多元的學習規劃設計，建議大學可從多元的學習評量方式著手，重塑教學管理的方向，期能更加符合適才適所的教育精神。

In this paper, we argue for the misuse of pass/fail grading system (P/F) in Taiwan's zero-credit courses and depict the potential drawbacks and the thinking behind such policies. We first clarify the similarities and differences between P/F and other grading systems and explain the relationship between P/F and grade point average (GPA). We then reveal the close connection between P/F and the development of zero-credit courses in Taiwan's university education. Based on the correspondence between credits and credit hours, we further demonstrate how P/F is seriously misused in the zero-credit courses of ＂service-learning＂, ＂internship and practice of teaching＂, and ＂graduation requirement of foreign language proficiency＂ and point out their possible drawbacks and the thinking behind such policies. From the perspective of education policies, P/F, like other grading systems, has its advantages and disadvantages. Building on the discussion of the theoretical foundation of P/F's suitability and applicability in terms of courses, participants, and learning phases, we propose a diversified approach towards designing learning planning. We thus further suggest that by considering a diversified range of grading possibilities, universities can reshape the direction of course management to better facilitate students' individual educational goals.

1. 何萬順, O.-S.,林俊儒, J.-R.(2017)。大學學業退學制度的批判與反思。教育研究集刊，63(3)，77-106。
   連結：
2. 汪耀文, Y.-W.(2014)。學生評量成績管理規定適法性之初探－以地方政府國民中小學生成績評量補充規定與臺北地方法院 2006 年 3 月 31 日 94 年度易字第 1533 號刑事判決的案件事實為中心。學校行政雙月刊，94，174-191。
   連結：
3. Airasian, P.(1994).Classroom assessment.New York, NY:Harcourt.
4. Bloodgood, R.,Short, J.,Jackson, J.(2009).A change to pass/fail grading in the first two years at one medical school results in improved psychological well-being.Academic Medicine,84(5),655-662.
5. Cresswell, M. J.(1986).Examination grade: How many should there be?.British Educational Research Journal,12(1),37-54.
6. Elikai, F.,Schuhmann, P.(2010).An examination of the impact of grading policies on student's achievement.Issues in Accounting Education,25(4),677-693.
7. Gold, R.,Reilly, A.,Silberman, R.,Lehr, R.(1971).Academic achievement declines under Pass-Fail Grading.The Journal of Experiential Education,39(3),17-21.
8. Harvard University. (n.d.). Student handbook. Retrieved from https://projects.iq.harvard.edu/ files/studenthandbookpdf/files/2017-18-fas-student-handbook.pdf?m=1527697611
9. Karlins, K.,Kaplan, M.,Stuart, W.(1969).Academic attitudes and performance as a function of deferential grading systems.The Journal of Experimental Education,37(3),38-50.
10. Melrose, S.(2017).Pass/fail and discretionary grading: A snapshot of their influences on learning.Open Journal of Nursing,7(2),185-192.
11. Miller, B. M.,Kalet, A.,Vanwoerkom, R. C.,Zorko, N.,Halsey, J.(2009).Can a pass/fail grading system adequately reflect student progress.Virtual Mentor,1(11),854-851.
12. Spring, L.,Robillard, D.,Gehlbach, L.,Simas, T. A.(2011).Impact of pass/fail grading on medical student' well-being and academic outcomes.Medical Education,45(9),867-877.
13. Walvoord, B.,Anderson, V.(2011).Effective grading: A tool for learning and assessment in college.San Francisco, CA:Jossey-Bass.
14. White, C. B.,Fantone, J. C.(2009).Pass-fail grading: Laying the foundation of self-regulated learning.Advances in Health Sciences Education,15,469-477.
15. Wittich, V. B.(1972).The impact of the pass-fail system upon achievement of college students.The Journal of Higher Education,43(6),499-508.
16. Yorke, M.(2008).Grading student achievement in higher education: Signals and shortcomings.New York, NY:Routledge.
17. 何萬順, O.-S.,周祝瑛, C.-I.,蘇紹雯, S.-W.,蔣侃學, K.-H.,陳郁萱, Y.-H.(2013)。我國大學英語畢業門艦政策之檢討。教育政策論壇，16(3)，1-30。
18. 何萬順, O.-S.,林俊儒, J.-R.(2018)。大學自治還是教育外包 ? －簡評台北高等行政法院 106 年度訴字第 169 號政大英語畢業門艦之判決。全國律師，12，105-114。
19. 何萬順, O.-S.,廖元豪, Y.-H.,蔣侃學, K.-H.(2014)。論現行大學英語畢業門艦的適法性－以政大法規為實例的論證。政大法學評論，139，1-64。
20. 國立臺灣師範大學 ( 2013 ) 。NTNU 成績等第制 。 取自 http://iweb.ntnu.edu.tw/aa/gpaweb/ index.html [National Taiwan Normal University. (2013). NTNU letter grade system. Retrieved from http:// iweb.ntnu.edu.tw/aa/gpaweb/index.html]
21. 符碧真 ( 2011 ) 。ABC 之間 : 等第評量制度 。 取自 http://ctld.ntu.edu.tw/fd/teaching_ resource/page1-1_detail.php?bgid=&gid=7&nid%=122 [Fu, B.-Z. (2011). Between ABC: Letter grade system. Retrieved from http://ctld.ntu.edu.tw/fd/ teaching_resource/page1-1_detail.php?bgid=&gid=7&nid=122]
22. 陳恒安（編）, H.-A.(Ed.)(2014).課的解析.臺南市=Tainan, Taiwan:成功大學=Cheng Kung University.
23. 彭森明, S.-M.(2010).大學生學習成果評量 : 理論 、 實務與應用.臺北市=Taipei, Taiwan:財團法人高等教育評鑑中心=Higher Education Evaluation & Accreditation Council of Taiwan.
24. 黃玉, Y.(2001)。服務學習－公民教育的具體實踐。人文及社會學科教學通訊，12(3)，1-42。
25. 詹盛如, S.-R.(2017)。大學生學習評量政策 : 大學該有的角色 ?。評鑑雙月刊，68，30-33。
26. 薛荷玉 ( 2010 , 4 月 6 日 ) 。 別再分分計較台大清大改打 ABC 「 等第制 」 。 取自 https : // bluestapler.pixnet.net/blog/post/26031730-%5BAA%5D abc 「 等第制 」 [Xue, H.-Y. (2011, April 6). Don't take grades seriously, NTU and NTUH changed to letter grades. Retrieved from https://bluestapler.pixnet.net/blog/post/26031730-%5B %5DJ 再分分計較 - 台大清大改打 abc 「 等第制 」 ]

1. 林俊儒,林昆翰,何萬順(2020)。大學零學分制度的批判與反思。課程與教學，23(4)，233-256。