以設計思考為例論素養評量的挑戰與解方：大學素養教育實踐者的田野觀察與統整

Challenges and Solutions Regarding Assessing Key Competencies: An University Educator’s Field Observation and Synthesis of Design Thinking Teaching Practices

本研究以設計思考作為素養學習與評量的案例，分析大學教師評量素養面臨的挑戰，並嘗試提出解決挑戰的方法。素養評量常見的三個挑戰，分別是：一、素養學習目標不易確立，教學與評量錯失重點；二、學科化的素養評量，強調低階認知能力與標準答案；三、未善用評量來促進素養學習。針對上述挑戰，本研究提出素養評量設計的三個原則：一、以發展的應用與實踐素養所需的隱性知識作為素養學習與評量的主要目標；二、讓隱性知識外顯，設計實作性質的診斷性與總結性評量來評估隱性與顯性知識的改變；三、大量運用形成性評量，作為素養教學的工具。本研究運用俗民誌的研究觀點，以參與觀察者的角度，就研究者參與大學設計思考素養教學與評量的田野，秉持研究者即研究工具的精神，探討大專教師在教學現場以及申請、執行教學創新計畫時面對的素養教學與評量挑戰，期藉此拋磚引玉，吸引更多研究者投入相關研究，建構更完整的素養評量知識系統。

This study examines the challenges faced by university educators in assessing competencies, drawing upon cases and examples from design thinking education. It identifies three major obstacles encountered in competency assessment by educators: 1) The difficulty of establishing clear learning objectives for competencies, leading to a misalignment between teaching and assessment; 2) An excessive focus on lower-level cognitive skills and standardized answers in competency assessment; 3) Insufficient utilization of assessment to promote competency-based learning. To address these challenges, this study proposes three key principles for designing competency assessments. Firstly, the primary objective of competency learning and assessment should be the development of applied and practical skills associated with tacit knowledge. Secondly, it suggests making implicit knowledge explicit through the design of diagnostic and summative assessments that incorporate practical components. Thirdly, it advocates for the extensive use of formative assessments as instructional tools for fostering competency development. Employing an ethnographic perspective and assuming the role of participant observers, this study explores the challenges encountered by university educators within the context of educational innovation, particularly in teaching and assessing design thinking as a set of competencies. Its objective is to stimulate further research in this area and contribute to the development of a comprehensive knowledge system for competency assessment.