高中畢業資格考評制度可行性之研究
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Date
2010-06-01
Authors
簡茂發
沈清嵩
洪冬桂
曹亮吉
郭鴻銘
吳煌榮
周愚文
梁恆正
楊瑩
鄭美俐
Journal Title
Journal ISSN
Volume Title
Publisher
財團法人大學入學考試中心基金會
Abstract
近兩年大學入學考試出現低分上大學之問題，引發社會各界對高中學生素質熱烈討論。教育部為研討改進以提升高中生的學習素質，乃委託大學入學考試中心進行研究，以做為教育部研議規劃高中學生實施畢業資格考評之參考。本研究主要目的有四：1.檢討我國現行高中生畢業資格相關辦法之妥當性；2.分析各國高中會考制度以供我國參考；3.高中畢業資格考評與我國現行大學入學考試融合或併行之利弊分析；4.提出我國高中畢業資格考評制度之可行性及相關配套措施，以供主管教育行政機關決策之參考。首先檢視現行「高級中學學生成績考查辦法」的相關規定，並經由文獻探討，瞭解國內外有關高中考評制度之內涵及其實務層面，以建立理念分析架構。本研究在實證資料方面，舉行高中校長座談會，藉此蒐集他們對高中考評現況的意見，並以多次討論會議與研究小組會議，研擬出方案構想與配套措施，並舉行研討會，徵詢學者專家與高中校長對方案內容與配套措施的建議。另以大規模問卷調查，用以了解高中學校、大學教授與大學生等對高中學生素質、成績考查、不同類型考試、考評制度與可行方案的看法。 本研究提出高中自主多元考評構想，內容是由高中自主多元選擇評量工具與方式來作為畢業考評的依據，且需要修訂法規與發展評量工具等創造環境來促成多元考評。在運作多元考評構想上最重要的原則，即是高中自主。建議高中對畢業資格考評可作多元的選擇：以教育部頒布的新高級中學學生成績考查辦法為核心，高中可酌量增選校內評量方式，如多元檔案評量；亦可增選校外評量工具，如學科能力測驗。多元考評包括形成性評量與總結性評量，亦須考量補救教學之需要。
This paper reports the major findings of a research project commissioned by the Ministry of Education to investigate the feasibility of implementing a high school graduation assessment system in Taiwan. The research was conducted first to examine the appropriateness of current regulations concerning high school graduation requirements and then to analyze the systems governing high school graduation examinations in some major countries. Also investigated in the research project were critical issues regarding the introduction of a high school graduation assessment system—in particular, whether this new system should co-exist with the current college entrance examination system or the two systems should somehow be integrated into one, and equally important, in either option, what are the pros and cons? The methodology adopted in the research included the following: document analyses, cross-country comparisons, expert consultations, questionnaire surveys, seminars, and special interest group discussions. The major findings of the research are presented in detail in the present paper, which concludes with the following suggestions. First, high school multiple self-evaluations can be regarded as the main basis of graduation assessment. Second, existing laws and regulations should be amended to encourage the use of new assessment tools and methods in the future. Third, high schools can adopt multiple assessment measures, such as the use of portfolios in school, in conjunction with reliable, standardized assessment tools, such as CEEC’s General Scholastic Ability Test, to provide a more comprehensive assessment of their graduates’ overall abilities. It must also be borne in mind that in the implementation of multiple assessments, including formative and summative assessments, remedial instruction must also be taken into account.
This paper reports the major findings of a research project commissioned by the Ministry of Education to investigate the feasibility of implementing a high school graduation assessment system in Taiwan. The research was conducted first to examine the appropriateness of current regulations concerning high school graduation requirements and then to analyze the systems governing high school graduation examinations in some major countries. Also investigated in the research project were critical issues regarding the introduction of a high school graduation assessment system—in particular, whether this new system should co-exist with the current college entrance examination system or the two systems should somehow be integrated into one, and equally important, in either option, what are the pros and cons? The methodology adopted in the research included the following: document analyses, cross-country comparisons, expert consultations, questionnaire surveys, seminars, and special interest group discussions. The major findings of the research are presented in detail in the present paper, which concludes with the following suggestions. First, high school multiple self-evaluations can be regarded as the main basis of graduation assessment. Second, existing laws and regulations should be amended to encourage the use of new assessment tools and methods in the future. Third, high schools can adopt multiple assessment measures, such as the use of portfolios in school, in conjunction with reliable, standardized assessment tools, such as CEEC’s General Scholastic Ability Test, to provide a more comprehensive assessment of their graduates’ overall abilities. It must also be borne in mind that in the implementation of multiple assessments, including formative and summative assessments, remedial instruction must also be taken into account.