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題名 我國大學學生學習成效指標建構之研究
A Study of Indicators Construction of Learning Outcomes Assessment for University Students in Taiwan.
作者 田宜庭
貢獻者 吳政達
田宜庭
關鍵詞 高等教育評鑑
學生學習成效評量
大學學生學習成效指標
higher education evaluation
student learning outcomes assessment
student learning outcomes indicators
日期 2012
上傳時間 1-Jul-2013 18:07:21 (UTC+8)
摘要 本研究旨在建構我國大學學生學習成效評量指標,以供高等教育機構做為實施大學學生學習成效評量之參考。研究方法部分,先以文獻分析歸納出我國大學學生學習成效之60項評量指標,並以專家問卷和模糊德菲術問卷進行指標的刪修和確立。接著運用多元度量法和集群分析法整合高等教育專家學者及大學行政主管對指標的分類以建構評量構面,並利用模糊德菲術整合高等教育專家學者及大學行政主管對指標重要性之看法,最後以歸一化之方式求得各構面以及各項指標權重,完成我國大學學生學習成效評量指標系統。根據研究結果與分析,歸納主要結論及建議如下:
一、結論
(一)本研究確立我國大學學生學習成效評量指標,建構出六大構面共28項指標。指標六大構面依權重高低依序為:「人際互動與社會適應」構面(佔21.54%)、「思考與創新」構面(佔17.97%)、「應用與執行」構面(佔17.87%)、「人文關懷與社會責任」構面(佔17.09%)、「溝通能力」構面(佔14.45%)、「知識與技能」構面(佔11.08%)。
(二)「知識與技能」構面下,權重最重的指標依次為:1-1學科專業知識(佔4.01%);1-2專業應用技術(佔3.68%)。
(三)「思考與創新」構面下,權重最重的指標依次為:2-4問題解決能力(佔4.06%);2-5邏輯分析能力(佔3.54%)。
(四)「應用與執行」構面權重最重的指標依次為:3-1計畫與組織能力(佔3.86%);3-4整合應用能力(佔3.64%)。
(五)「溝通能力」構面權重最重的指標依次為:4-3本國語文能力(佔3.86%);4-2書面溝通能力(佔3.58%)。
(六)「人際互動與社會適應」構面權重最重的指標依次為:5-2團隊合作能力(佔3.81%);5-4自我管理能力(佔3.70%)。
(七)「人文關懷與社會責任」構面權重最重的指標依次為:6-1社會關懷(佔3.60%);6-2人文素養(佔3.52%)。

二、建議
本研究依研究結果提出以下建議:
(一)對高等教育主管機關之建議:制訂全國性資歷架構;發展大學生學習成效評量。
(二)對大學行政主管之建議:連結課程地圖與職涯發展;建置完善事證蒐集系統。
(三)對大學學生之建議:訂定個人學習發展計畫;充分運用個人學習歷程檔案自我行銷。
(四)對未來研究之建議:發展效用總值更高之指標;建構大學個別學門學習成效指標;持續針對大學學生學習成效評量指標更新。
The purpose of this study is to construct the indicators of learning outcomes assessment for university students in Taiwan. As for research methods, through literature review, 60 indicators within 3 main dimensions had been organized as a raw model of student learning outcomes indicators for university students based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts�� opinions on the importance of each indicator and to help indicator selection.
At the next stage, we conduct a concept mapping questionnaire to collect experts and university administrative directors�� opinions about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of student learning outcomes indicators. Then, we normalize symmetric triangular fuzzy number��s total score to determine the weight of each dimensions and indicators; accordingly, indicators system of learning outcomes assessment for university students was constructed. The main conclusions and suggestions are as follows:

1. Indicators system of learning outcomes assessment for university students consists of 6 dimensions and 28 indicators in total. The 6 dimensions are: knowledge and skills (accounts for 11.08%), critical thinking and creative thinking (accounts for 17.97%), application and implementation (accounts for 17.87%), communication (accounts for 14.45%), interpersonal interaction and social adaptation (accounts for 21.54%), and humanistic care (accounts for 17.09%).
2. In the dimension of knowledge and skills, the indicator of disciplinary expertise accounts for the most part (4.01%), and then the indicator of disciplinary skills accounts for 3.68%.
3. In the dimension of critical thinking and creative thinking, the indicator of problem-solving accounts the most (4.06%), and the indicator of logical analysis accounts for 3.54%.
4. In the dimension of application and implementation, the indicator of planning and organization accounts the most (3.86%), and the indicator of integrated application accounts for 3.64%.
5. In the dimension of communication, the indicator of native language accounts the most (3.86%), and the indicator of written communication accounts for 3.58%.
6. In the dimension of interpersonal interaction and social adaptation, the indicator of team work accounts the most (3.81%), and the indicator of self-management accounts for 3.70%.
7. In the dimension of humanistic care, the indicator of social care accounts the most (3.60%), and the indicator of humanistic literacy accounts for 3.52%.

According to the conclusions, some suggestions had been proposed:
1. Suggestions for higher education administrators: construct national qualification framework and develop learning outcomes assessment for university students.
2. Suggestions for administrative directors of university: connect curriculum mapping with career development; construct evidence-gathering system.
3. Suggestions for students of university: develop personal learning and development plans; make full use of personal learning portfolios.
4. Suggestions for further study: develop indicators which have higher total utility; construct indicators of learning outcomes for individual academy, and continuously update the indicators of learning outcomes assessment for university students.
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描述 碩士
國立政治大學
教育行政與政策研究所
98171002
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0981710021
資料類型 thesis
dc.contributor.advisor 吳政達zh_TW
dc.contributor.author (Authors) 田宜庭zh_TW
dc.creator (作者) 田宜庭zh_TW
dc.date (日期) 2012en_US
dc.date.accessioned 1-Jul-2013 18:07:21 (UTC+8)-
dc.date.available 1-Jul-2013 18:07:21 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2013 18:07:21 (UTC+8)-
dc.identifier (Other Identifiers) G0981710021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/58740-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育行政與政策研究所zh_TW
dc.description (描述) 98171002zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在建構我國大學學生學習成效評量指標,以供高等教育機構做為實施大學學生學習成效評量之參考。研究方法部分,先以文獻分析歸納出我國大學學生學習成效之60項評量指標,並以專家問卷和模糊德菲術問卷進行指標的刪修和確立。接著運用多元度量法和集群分析法整合高等教育專家學者及大學行政主管對指標的分類以建構評量構面,並利用模糊德菲術整合高等教育專家學者及大學行政主管對指標重要性之看法,最後以歸一化之方式求得各構面以及各項指標權重,完成我國大學學生學習成效評量指標系統。根據研究結果與分析,歸納主要結論及建議如下:
一、結論
(一)本研究確立我國大學學生學習成效評量指標,建構出六大構面共28項指標。指標六大構面依權重高低依序為:「人際互動與社會適應」構面(佔21.54%)、「思考與創新」構面(佔17.97%)、「應用與執行」構面(佔17.87%)、「人文關懷與社會責任」構面(佔17.09%)、「溝通能力」構面(佔14.45%)、「知識與技能」構面(佔11.08%)。
(二)「知識與技能」構面下,權重最重的指標依次為:1-1學科專業知識(佔4.01%);1-2專業應用技術(佔3.68%)。
(三)「思考與創新」構面下,權重最重的指標依次為:2-4問題解決能力(佔4.06%);2-5邏輯分析能力(佔3.54%)。
(四)「應用與執行」構面權重最重的指標依次為:3-1計畫與組織能力(佔3.86%);3-4整合應用能力(佔3.64%)。
(五)「溝通能力」構面權重最重的指標依次為:4-3本國語文能力(佔3.86%);4-2書面溝通能力(佔3.58%)。
(六)「人際互動與社會適應」構面權重最重的指標依次為:5-2團隊合作能力(佔3.81%);5-4自我管理能力(佔3.70%)。
(七)「人文關懷與社會責任」構面權重最重的指標依次為:6-1社會關懷(佔3.60%);6-2人文素養(佔3.52%)。

二、建議
本研究依研究結果提出以下建議:
(一)對高等教育主管機關之建議:制訂全國性資歷架構;發展大學生學習成效評量。
(二)對大學行政主管之建議:連結課程地圖與職涯發展;建置完善事證蒐集系統。
(三)對大學學生之建議:訂定個人學習發展計畫;充分運用個人學習歷程檔案自我行銷。
(四)對未來研究之建議:發展效用總值更高之指標;建構大學個別學門學習成效指標;持續針對大學學生學習成效評量指標更新。
zh_TW
dc.description.abstract (摘要) The purpose of this study is to construct the indicators of learning outcomes assessment for university students in Taiwan. As for research methods, through literature review, 60 indicators within 3 main dimensions had been organized as a raw model of student learning outcomes indicators for university students based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts�� opinions on the importance of each indicator and to help indicator selection.
At the next stage, we conduct a concept mapping questionnaire to collect experts and university administrative directors�� opinions about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of student learning outcomes indicators. Then, we normalize symmetric triangular fuzzy number��s total score to determine the weight of each dimensions and indicators; accordingly, indicators system of learning outcomes assessment for university students was constructed. The main conclusions and suggestions are as follows:

1. Indicators system of learning outcomes assessment for university students consists of 6 dimensions and 28 indicators in total. The 6 dimensions are: knowledge and skills (accounts for 11.08%), critical thinking and creative thinking (accounts for 17.97%), application and implementation (accounts for 17.87%), communication (accounts for 14.45%), interpersonal interaction and social adaptation (accounts for 21.54%), and humanistic care (accounts for 17.09%).
2. In the dimension of knowledge and skills, the indicator of disciplinary expertise accounts for the most part (4.01%), and then the indicator of disciplinary skills accounts for 3.68%.
3. In the dimension of critical thinking and creative thinking, the indicator of problem-solving accounts the most (4.06%), and the indicator of logical analysis accounts for 3.54%.
4. In the dimension of application and implementation, the indicator of planning and organization accounts the most (3.86%), and the indicator of integrated application accounts for 3.64%.
5. In the dimension of communication, the indicator of native language accounts the most (3.86%), and the indicator of written communication accounts for 3.58%.
6. In the dimension of interpersonal interaction and social adaptation, the indicator of team work accounts the most (3.81%), and the indicator of self-management accounts for 3.70%.
7. In the dimension of humanistic care, the indicator of social care accounts the most (3.60%), and the indicator of humanistic literacy accounts for 3.52%.

According to the conclusions, some suggestions had been proposed:
1. Suggestions for higher education administrators: construct national qualification framework and develop learning outcomes assessment for university students.
2. Suggestions for administrative directors of university: connect curriculum mapping with career development; construct evidence-gathering system.
3. Suggestions for students of university: develop personal learning and development plans; make full use of personal learning portfolios.
4. Suggestions for further study: develop indicators which have higher total utility; construct indicators of learning outcomes for individual academy, and continuously update the indicators of learning outcomes assessment for university students.
en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第三節 待答問題 6
第四節 重要名詞釋義 7
第五節 研究範圍與限制 8
第二章 文獻探討 9
第一節 大學學生學習成效評量 9
第二節 國際上大學學生學習成效評量指標探討 27
第三節 國內大學學生學習成效評量指標探討 46
第三章 研究設計與實施 67
第一節 研究流程 67
第二節 研究對象 69
第三節 研究方法 73
第四節 資料處理與統計分析 80
第四章 研究分析結果與建議 81
第一節 我國大學學生學習成效指標建構專家問卷結果 81
第二節 模糊德菲問卷結果分析 85
第三節 概念構圖問卷結果分析 90
第五章 結論與建議 99
第一節 結論 99
第二節 建議 102
參考文獻 105
zh_TW
dc.format.extent 9347947 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0981710021en_US
dc.subject (關鍵詞) 高等教育評鑑zh_TW
dc.subject (關鍵詞) 學生學習成效評量zh_TW
dc.subject (關鍵詞) 大學學生學習成效指標zh_TW
dc.subject (關鍵詞) higher education evaluationen_US
dc.subject (關鍵詞) student learning outcomes assessmenten_US
dc.subject (關鍵詞) student learning outcomes indicatorsen_US
dc.title (題名) 我國大學學生學習成效指標建構之研究zh_TW
dc.title (題名) A Study of Indicators Construction of Learning Outcomes Assessment for University Students in Taiwan.en_US
dc.type (資料類型) thesisen
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