大學校院通識課程學習評量之研究——以心理學領域為例

A Study on Learning Assessments of General Curriculum in University/College-in the Field of Psychology

本研究旨在瞭解目前心理學領域通識課程授課教師所採用的評量方法與面的問題，探討如何規劃與實施心理學領域通識課程的學習評量，以及瞭解心理學領域通識課程授課教師對學習評量知能之需求。本研究採用文獻探討、德懷法（Delphi Technique）及問卷調查綜合進行。研究結果發現授課教師最常採用的學習評量方法計有八種、在學習評量上最常面臨的問題計有五項、在規畫學習評量時則需注重學生十七項的智慧與能力，而專家學者也推薦了十七種學習評量的方法，此外授課教師對學習評量知能之需求計有三類。本研究期待所獲致的結論與建議，能有助於大學校院心理學領域通識課程教師為學生規劃適切的學習評量，並作為舉辦教師在職繼續教育的方向與參考。

This study focuses on the ways that psychology instructors use in the learning assessments for the general curriculum courses they teach, and on the problems they encounter. It discusses methods of designing and applying learning assessments of general curriculum in the field of psychology. It attempts to realize what kind of capability that a general curriculum instructor should possess. The research method includes in-depth literature review. A questionnaire was designed with content items prepared from the opinions of a selected group of well-experienced general curriculum instructors through a Delphi-technique-alike procedure. The results will provide useful information for university/college instructors to design more appropriate learning assessments of general curriculum for their students. It may also suggest that continuing education for university/college general curriculum instructors should be provided so that they can constantly keep abreast of new knowledge of social sciences and beef up their teaching capabilities.