高中生對學習歷程檔案制度公平感之研究

Abstract

自2002年多元入學方案推動以來，我國考招制度歷經諸多變革。近年來，隨108課綱實施，學習歷程檔案作為審核標準納入申請入學制度當中，然而學生對其公平性的討論卻持續不斷。學生是學習主體，更是升學的當事人，但我國考招制度研究中卻鮮少關注學生觀點，究竟學生認為學習歷程檔案制度公平與否？原因為何？學生所關注的重點為何？仍需教育研究者深入探討。本研究採質性研究法，透過對臺北、新北四所不同學校高中生的訪談，探討高中生對於學習歷程檔案制度的公平感，分析影響學生公平感的可能因素，並了解學生對學習歷程檔案制度的改革想法，從而統整學生觀點並提供建議，以期對後續學習歷程檔案制度以及相關研究的發展有所貢獻。

根據本研究之發現，可歸納以下結論： 一、學生對學習歷程檔案制度的公平感可分為資源、規則、資訊、機會與風險五類。其中，資源與規則是最多學生採用以評價學習歷程檔案制度公平性的標準，次之為資訊、機會，最少則為風險。 二、學生評價學習歷程檔案制度公平性時傾向多面向考量，並且有所側重。 三、學校、性別，以及學習歷程檔案上的表現和學業成就等因素，會影響學生對學習歷程檔案制度的公平感。與之相較，不同階級學生在各面向公平性上的評價則趨於一致。 四、學生對學習歷程檔案的改革建議，分作支持與緩辦兩派。

根據上述發現，研究者提出以下建議，以提升學生公平感與學習歷程檔案制度的公平性： 一、增加主管機關與高中端的合作，強化學校與額外資源支持。 二、重新檢視目前一、二階制度設計，或更多授權予各科系決定。 三、針對二階資料審查制定並公布更加明確的章程與資訊。 四、強化學習歷程檔案與教育體系之間的連結，並放寬內容大小的限制。 五、分散單一學測考試失敗的風險。 六、多方面檢視學習歷程檔案公平性，並納入學生想法、予以回應。Since the introduction of multiple entrance program in 2002, college admission system has undergone many changes. In recent years, with the implementation of 108 curriculum, academic portfolios have become a key criterion in the college application process. However, students' discussion about its fairness never ends. Students are subject of learning and school admission, but research on Taiwanese college admission system rarely focuses on student perspectives. What do students think about the fairness of the learning portfolio system? What are the key concerns of students? Further exploration by educational researchers is needed.

This study adopts qualitative methodology to explore the perceptions of fairness of high school students regarding the learning portfolio system through interviews with students from four different high schools in Taipei and New Taipei City. The study analyzes the possible factors influencing students' perceptions of fairness, comprehends students' ideas for reforming the learning portfolio system, and integrates student perspectives to provide recommendations. The aim is to contribute to the development of the learning portfolio system and related research.

According to the study, the conclusions are shown as follow: 1. Students' perceptions of fairness about the learning portfolio system can be categorized into five categories: resources, procedure, information, opportunities, and stakes.Among these, resources and procedure are the most commonly used criteria by students to evaluate the fairness of the learning portfolio system, followed by information and opportunities, with stakes being the least considered.2. When evaluating fairness of the learning portfolio system, students tend to consider multiple factors but place greater emphasis on a few key aspects.3. Factors such as the school, gender, performance in the learning portfolio system, and academic achievements influence students' perceptions of fairness about the learning portfolio system. In comparison, students from different social classes tend to have consistent evaluations across various dimensions of fairness. 4. Students' suggestions for reforming the learning portfolio system are divided into two groups: those who support it and those who advocate for a more gradual implementation.

Based on the above findings, the researcher propose the following recommendations to enhance students' perceptions of fairness andfairness of the learning portfolio system:1. Enhance cooperation with relevant authorities and high schools to provide additional educational resources and support.2. Reevaluate the design of the current first and second-phase systems, or grant more authority to individual departments to make decisions.3. Establish and publish clearer regulations and information for the second-phase documents review.4. Strengthen the connection between the learning portfolio and the education system, and ease restrictions on the file capacity of the learning portfolio.5. Mitigate the risk of failure in a single standardized test.6. Examine the fairness of the learning portfolio system from multiple perspectives, incorporating students' feedback and responding accordingly.