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大學選才制度在多次的改革下，朝向多元入學方式邁進。而隨著108課綱的推動，在這波關係到未來人才培育和國家競爭力的教育改革中，蒐集學生多元表現之學習歷程檔案逐漸成為入學審查的主要考量方式之一，其扮演極為重要的角色。有鑑於學習歷程檔案評量法（portfolio assessment）在臺灣教育情境中已日漸受到青睞並被多元運用，本研究旨在探討如何應用學習歷程檔案評量搭起建立大學選才與高中育才之間的橋梁，期藉由個案學校說明如何藉由焦點團體訪談以及實證研究等方法，瞭解大學招生專業化素養導向的招生選才觀點與看法，提出學習歷程檔案評量工具的發展歷程與校準。本研究結果發現，大學端依據學系教育目標培養之職能設計評量尺規，能呼應108課綱強調培養核心素養之精神；此外，大學端與高中端藉由焦點團體訪談的對話，有助於尺規向度描述之適當性與宣導尺規評量；最後，透過對學生在高中時期各方面表現和進入大學後表現的相關性分析結果，進行評量工具校準，以提升評量尺規之有效性。本研究之結果與意涵可供高中端作為進入大學前育才之依據，以及大學系所發展適宜選才評量工具之參考

對大班統計實習課程而言，觀察學習者行為非常重要，也具有高度挑戰性。為了更全面地瞭解課堂動態，本研究在大學基礎統計學實習課程中，建置採用線上課程平臺來記錄學習者觀看與註記等學習行為資料，並以視覺化方式對應課堂環境、教學內容與學習者行為進行時間序列分析。總共蒐集並分析58名大學生，在一堂統計實習課中的7,869筆行為數據。研究結果顯示，高表現與低表現學習者有不同的課程講義參照行為，高表現學習者在實習課堂和測驗中都展現更具策略性的學習行為，他們較為積極地跟隨教學者的講授，開書測驗中有計劃地遍閱講義，檢索與判斷相關資源的表現也都比較好；低表現者則不會逐頁跟隨教師的講解，測驗中也不太會參照講義，依賴聽課時的印象答題。研究結果支持觀看講義頁面的次序與軌跡等學習者行為的質性指標，可以對照測驗分數等量化指標，作為有效的另類評量方法。教師由視覺化分析結果能更快地捕捉全班學生的學習和測驗行為概況。本研究結果支持學習分析的實施應基於學習歷程檔案評量典範，可視化學習者行為作為評量結果，能夠導引教學者適時提供學習資源與支援，增進教學互動。本研究對相關課程教學與評量應用具有參考性，並對未來研究提出重要的理論概念與方法等建議

以社會認知理論為基礎，本研究探討學習歷程檔案制度實施後，高中生在製作學習歷程檔案「課程學習成果」與「多元表現」的過程中，其知覺教師支持、焦慮、自我效能及投入的現況與關係。研究對象為高雄及屏東地區的公立普通型高中共911位學生，以研究者改編之「課程學習成果」與「多元表現」知覺教師支持、學生焦慮、學生自我效能、學生投入量表，進行問卷調查。最後，進行描述統計分析及皮爾森積差相關係數瞭解變項之現況與相關情形，並以PROCESS軟體的第六個模式考驗模型之序列中介效果。研究發現：一、就平均數來看，在面對學習歷程檔案的「課程學習成果」與「多元表現」時，高中生感受到的教師支持、焦慮、自我效能及投入屬中等的程度；二、在控制性別及家庭社經地位後，「課程學習成果」與「多元表現」模型中，學生焦慮、學生自我效能皆對知覺教師支持與學生投入之關係產生序列中介的效果，此有助於對教師支持與學生學習歷程檔案投入關係有更完整的理解；三、焦慮對學生的影響並非全然負面，學生對課程學習成果及多元表現的焦慮能正向預測其投入。此外，不同性別、年級之高中生在「課程學習成果焦慮」、「多元表現焦慮」具有顯著差異，教師的支持與相關輔導作為應能針對這些差異做出調整，以幫助不同背景的學生克服製作學習歷程檔案過程中的困難

本研究以計畫行為理論為基礎，聚焦高中生對學習歷程檔案的信念、態度、主觀規範、知覺行為控制、意向與投入的狀況和關係模型，並探討投入行為對核心素養、生涯規劃與升學選擇的影響。本研究以紙本問卷調查臺灣高中生，最終回收有效問卷3,638份。研究結論包括高中生對學習歷程檔案良好結果助益信念有所不足，態度略偏負面，不過，擁有準備學習歷程檔案的資源與機會還算充足，且尚能自主掌控學習歷程檔案的準備。而教育利害關係人對學習歷程檔案略表不認同，但是，認為高中生應努力充實學習歷程檔案。再者，高中生擁有學習歷程檔案準備的意願與實際投入行為，並以知覺行為控制為影響高中生準備意願與投入行為的最重要因素。最後，研究發現高中生參與學習歷程檔案的準備有益於孕育核心素養與發展生涯規劃，且略有利於提高升學意向，對部分入學管道選擇也發揮了微小影響。對未來研究建議方面，建議以高中生學習歷程資料庫中學生實際上傳的資料進行客觀分析，並建立長期追蹤調查資料，以分析趨勢變化。同時，也建議學校端與政府政策應加強宣導學習歷程檔案與制度調整，學校應藉由學習歷程檔案實踐素養導向教育與生涯發展教育的理念，教師也應著重加強學生對學習歷程檔案的自信心與自主權。

本文旨在探討高中職教育階段學習歷程檔案如何運用於大學招生專業工作。學習歷程檔案包括基本資料、修課紀錄、課程學習成果及多元表現，由於修課紀錄較容易轉換為量化的分析變項，故本文採用各科目課程之學業成績作為學習表現的預測變項，以及學習表現是否能保持一致水準，作為學習穩定度的預測變項，再加上大學階段的學習表現作為效標變項。資料分析係運用R軟體的igraph、party與arules等套件進行相關係數網絡、決策樹與關聯分析。研究結果發現，高中職教育階段學習表現與穩定度能預測學生進入大學後的學習表現，而本文所建構的分析模式則可作為大學招生專業化評估學生學習表現的依據

新課綱的教育改革是系統性的整合布局，其中配合大學入學制度改進推出高中學習歷程檔案取代傳統的備審資料，主要是導引以學生為學習的主體，以激發學生主動學習，善用學習資源，發揮學習潛能，以達到適性揚才為目標。此一系統將學生個人的學習計畫、課程與教學的學習系統、基本資料與修課紀錄、多元學習表現、各項學習與競賽的成果等，統整上傳至高中學習歷程資料庫，作為大學審查高中生入學之參據。其變動影響到諸多利害關係人的權益，由於立場不同，各有解讀。本文主要是針對此一政策進行系統分析，歸納學理與實證經驗之論述，以釐清諸多疑慮，並提供高中學生、教師、家長及關心此一議題的社會大眾深入了解之參考

為因應《十二年國民基本教育課程綱要》的實施及高中教學現場的質變，教育部推動大學招生專業化發展計畫，主要目的在於協助大學發展有效的方法與客觀的評量尺規應用在大學個人申請第二階段的甄試，並透過校務研究精進招生策略，以錄取適合的學生進入適配的學系，成就學生適性的發展。本文首先探討現行大學推動招生專業化的內涵，以及大學校系對應入學方案的變革、高中端學生歷程檔案的導入，並統整大學教師對學生準備學習歷程檔案的建議，進而提出高中端的輔導學生準備學習歷程檔案的八項對應策略，期能落實新課綱理念與國家人才培育創新政策

大學選才制度在多次的改革下，朝向多元入學方式邁進。而隨著108課綱的推動，在這波關係到未來人才培育和國家競爭力的教育改革中，蒐集學生多元表現之學習歷程檔案逐漸成為入學審查的主要考量方式之一，其扮演極為重要的角色。有鑑於學習歷程檔案評量法（portfolio assessment）在臺灣教育情境中已日漸受到青睞並被多元運用，本研究旨在探討如何應用學習歷程檔案評量搭起建立大學選才與高中育才之間的橋梁，期藉由個案學校說明如何藉由焦點團體訪談以及實證研究等方法，瞭解大學招生專業化素養導向的招生選才觀點與 看法，提出學習歷程檔案評量工具的發展歷程與校準。本研究結果發現，大學端依據學系教育目標培養之職能設計評量尺規，能呼應108課綱強調培養核心素養之精神；此外，大學端與高中端藉由焦點團體訪談的對話，有助於尺規向度描述之適當性與宣導尺規評量；最後，透過對學生在高中時期各方面表現和進入大學後表現的相關性分析結果，進行評量工具校準，以提升評量尺規之有效性。本研究之結果與意涵可供高中端作為進入大學前育才之依據，以及大學系所發展適宜選才評量工具之參考。 The historical trajectory of Taiwan’s university entrance examination system has culminated in a multifaceted platform for admission. This evolution is directly attributable to the implementation of the 2019 new curriculum guidelines of 12-year basic education. Aligned with the curriculum’s emphasis on cultivating nationally competitive talents, the traditional entrance examination has been replaced by holistic evaluation of students’ learning portfolios. Consequently, senior high school students’ learning portfolios play a crucial role in the admission process. The reformed curriculum is centered on core competencies, fostering student aptitude and adaptability through a multifaceted approach encompassing enrichment electives, diversified electives, school-developed curricula, cross-domain interdisciplinary learning, flexible learning, self-directed learning, and independent learning. This fundamental shift prioritizes individualized learning opportunities. Moreover, to stimulate student engagement, the curriculum and pedagogy emphasize rich, adaptable, diverse and cross-disciplinary learning opportunities. Considering the core competencies framework of the 2019 curriculum, college recruitment should not rely solely on advanced subject tests as selection criteria. Instead, comprehensive evaluations of the student-centered learning process are imperative. Such evaluations enable a holistic education philosophy that integrates learning and life. Talent selection by using professional competency-based rubrics necessitates the collection of diverse materials and focuses on the learning process. Accordingly, a competency-based portfolio assessment and selection methodology should be established. To this end, the talent selection mechanism for college recruitment should contextualize the student learning process, emphasize characteristic review, and facilitate the development of a robust positioning mechanism and professional assessment competencies, which are essential components of curriculum reform success. The implementation of Taiwan’s 2019 curriculum has engendered a diverse educational landscape characterized by varying school profiles and student learning trajectories and encompasses school-developed curricula, specialized electives, on-campus and off-campus engagements, flexible and self-directed learning, competitions, standardized tests, and certifications. Multifaceted experiences such as these are systematically documented in student learning portfolios and complemented by a teacher certification mechanism. To effectively evaluate these diverse portfolios, reviewers require not only specialized expertise but also refined assessment tools capable of meeting societal demands for enhanced review quality and public trust. This case study elucidated the development of competency-based rubrics through focus group interviews and empirical research and identified critical rubric components for talent selection. By understanding these criteria, students can strategically cultivate attributes valued by higher education institutions during their senior high school years. Portfolio assessment has been identified as a pivotal evaluation methodology in the Taiwanese education landscape. This study bridged the gap between university competency-based selection and senior high school talent cultivation through the lens of portfolio assessment. The study involved an examination of the perspectives and opinions of both stakeholders. By conducting a case study, focus group interviews, and a historical review of portfolio assessment rubrics, the study developed appropriate rubrics for university selection and high school talent development. Given the nascent nature of portfolio assessment tool development and calibration in the Taiwanese educational context, a case study methodology was employed to investigate the rubric creation processes of various university departments. This approach is well suited for addressing complex and underresearched problems and for exploring what to do, how to do it, and why to do it, thereby offering in-depth, multifaceted insights. Focus group interviews, a core component of the case school’s rubric development, facilitated dialogue between university and high school teachers, fostering a comprehensive understanding of portfolio assessment and culminating in the development of competency-based rubrics through collective input. Finally, this study verifies the validity of said competency-based rubrics through empirical research. The study findings reveal that competency-based rubrics developed by university departments, aligned with their educational objectives, effectively mirror the core competency emphasis of the 2019 curriculum reform. Although rarely used in college recruitment, portfolio assessment is widely used by teachers to examine student performance and assessment results. This research demonstrates the efficacy of assessing students across diverse learning domains. To address the challenge of appropriate talent selection, this study expands the traditional archival assessment approach. Focus group interviews involving university and high school faculty facilitated the refinement of competency-based rubric dimensions and promoted portfolio assessment. These interviews also fostered consensus on rubric connotations. Such dialogue between universities and senior high schools enabled universities to grasp the core competencies and multiple intelligences cultivated in high schools, whereas the senior high schools gained insights into the characteristics and skills required for university success. This study pioneers the application of focus group interviews in the development of competency-based rubrics for college admissions. Finally, the results of the correlation analysis of pre-enrollment and post enrollment student performance informed calibration of the rubric and the enhancement of its effectiveness. A dynamic correction process, incorporating a Plan-Do-Check-Action mechanism, was introduced for rubric verification and calibration. This innovative approach addresses the limitations of other evaluation rubric correction methods. The study results provide a foundation for senior high school students to cultivate university-aligned talents and offer a model for university departments to develop suitable competency-based rubrics for student selection.

對大班統計實習課程而言，觀察學習者行為非常重要，也具有高度挑戰性。為了更全面地瞭解課堂動態，本研究在大學基礎統計學實習課程中，建置採用線上課程平臺來記錄學習者觀看與註記等學習行為資料，並以視覺化方式對應課堂環境、教學內容與學習者行為進行時間序列分析。總共蒐集並分析58名大學生，在一堂統計實習課中的7,869筆行為數據。研究結果顯示，高表現與低表現學習者有不同的課程講義參照行為，高表現學習者在實習課堂和測驗中都展現更具策略性的學習行為，他們較為積極地跟隨教學者的講授，開書測驗中有計劃地遍閱講義，檢索與判斷相關資源的表現也都比較好；低表現者則不會逐頁跟隨教師的講解，測驗中也不太會參照講義，依賴聽課時的印象答題。研究結果支持觀看講義頁面的次序與軌跡等學習者行為的質性指標，可以對照測驗分數等量化指標，作為有效的另類評量方法。教師由視覺化分析結果能更快地捕捉全班學生的學習和測驗行為概況。本研究結果支持學習分析的實施應基於學習歷程檔案評量典範，可視化學習者行為作為評量結果，能夠導引教學 者適時提供學習資源與支援，增進教學互動。本研究對相關課程教學與評量應用具有參考性，並對未來研究提出重要的理論概念與方法等建議。 Observing the learning behaviors of large groups of students during hands-on statistical learning activities is challenging for instructors and calls for radical new measures. This study adopted an online learning platform that recorded student behaviors as learning logs while they completed drills and practices. A visualization approach was used to analyze the time-series behavioral data with direct and detailed measurements in a real-time classroom setting. A total of 7,869 learning logs from 58 college students in a statistical practice session were collected and visualized to map student behaviors to the classroom environment, instruction, and phases of the course. The key findings suggested that students with higher test scores exhibited better strategic learning behaviors by referencing course materials frequently during class and tests. High performers actively followed lectures and instructors and strategically located and used appropriate learning resources during tests. In contrast, low performers were reluctant to use lectures and handouts referentially but relied more on the instructor’s in-person guidance. The results supported the idea that learning logs tracking student movements, trajectories, and annotations could complement the assessment of quantitative test scores. Visualized analytics allowed instructors to understand students’ learning and test-taking strategies at a group level, and visualizing student behaviors as assessment results could guide instructors in providing timely learning resources and support to enhance teaching interactions. This study filled an important research gap by connecting the abundant behavioral information to its practical applications in statistics teaching and learning by bridging the divide between the vast quantities of educational data available and its meaningful use in instructional settings. The findings also provided empirical support for the feasibility and importance of implementing learning analytics based on the paradigm of portfolio assessment, with specific implications for teaching statistics and related practice courses.

本研究以計畫行為理論為基礎，聚焦高中生對學習歷程檔案的信念、態度、主觀規範、知覺行為控制、意向與投入的狀況和關係模型，並探討投入行為對核心素養、生涯規劃與升學選擇的影響。本研究以紙本問卷調查臺灣高中生，最終回收有效問卷3,638份。研究結論包括高中生對學習歷程檔案良好結果助益信念有所不足，態度略偏負面，不過，擁有準備學習歷程檔案的資源與機會還算充足，且尚能自主掌控學習歷程檔案的準備。而教育利害關係人對學習歷程檔案略表不認同，但是，認為高中生應努力充實學習歷程檔案。再者，高中生擁有學習歷程檔案準備的意願與實際投入行為，並以知覺行為控制為影響高中生準備意願與投入行為的最重要因素。最後，研究發現高中生參與學習歷程檔案的準備有益於孕育核心素養與發展生涯規劃，且略有利於提高升學意向，對部分入學管道選擇也發揮了微小影響。對未來研究建議方面，建議以高中生學習歷程資料庫中學生實際上傳的資料進行客觀分析，並建立長期追蹤調查資料，以分析趨勢變化。同時，也建議學校端與政府政策應加強宣導學習歷 程檔案與制度調整，學校應藉由學習歷程檔案實踐素養導向教育與生涯發展教育的理念，教師也應著重加強學生對學習歷程檔案的自信心與自主權。 Research Motivation and Purpose The Academic Portfolio, a pivotal component of the Master Framework for the Curriculum Guidelines of 12-Year Basic Education, is designed to promote literacy education and support high school students in career planning. Determining the effectiveness of the Academic Portfolio and understanding students’ perspectives and participation is necessary. A nationwide survey, in conjunction with empirical data, is required to validate the effectiveness of the Academic Portfolio and its influence on higher education choices. This study used the framework of the Theory of Planned Behavior (TPB) to examine high school students’ beliefs, attitudes, subjective norms, perceived behavioral control, intention, and behavior toward the Academic Portfolio and the influence of behavior on core competencies, career planning, and higher education choices. Literature The Academic Portfolio refers to a method of assessment that documents students’ learning processes, growth, and changes by collecting various processes and outputs, thereby authentically reflecting students’ learning performance. The Portfolio is accessible not only to students but also to peers, parents, and teachers, who can observe the students’ learning outcomes and related achievements. Additionally, observers can understand students’ strengths and weaknesses, intrinsic motivations, learning feedback, and self-actualization throughout the learning process. The 12-Year Basic Education program requires that students complete an Academic Portfolio in high school. The K-12 Education Administration of the Ministry of Education has established a student Academic Portfolio database for the senior secondary education stage that hosts relevant data uploaded by Taiwanese school students within a specified time frame. Subsequently, when students apply to universities, their files in the database, with their consent, can be provided to the applying schools as a reference for admissions. The greatest benefit of this system is that it allows universities to understand the students’ interests and aspirations without requiring high school seniors to create additional résumé files. The database contains information on students’ basic information, course records, course learning outcomes, diverse performances, student statements, and other materials (Lin, 2021; Ministry of Education, 2019; Shih et al., 2023). Following the implementation of the 108 Curriculum Guidelines, promoting the Academic Portfolio system has become a key policy initiative. Core competencies and practical learning activities within schools are imperative. However, the promotion of the Academic Portfolio system has encountered numerous misunderstandings and difficulties, not only from students and parents but also from school teachers and the general public (Lin, 2021; Liu, 2019). Therefore, this study examined the current implementation status of this initiative from the perspective of students by using a large-scale survey. The TPB posits that the likelihood of an individual engaging in a particular action is primarily determined by the individual’s intention to perform that action, which is influenced by three main factors: attitude, subjective norms, and perceived behavioral control (Ajzen, 1991; Fishbein & Ajzen, 1977). Within the TPB model, an individual’s engagement in a behavior is determined by their specific behavioral intention, which is influenced by their attitude, subjective norms, and perceived behavioral control (Chang et al., 2021;Wang et al., 2020). These factors can be traced back to behavioral beliefs, normative beliefs, and control beliefs, respectively. Behavioral beliefs refer to an individual’s favorable thoughts about the outcomes of completing a specific behavior. Normative beliefs involve the perceived behavioral expectations of significant others, such as relatives, friends, and teachers. Control beliefs refer to an individual’s perception of the resources and opportunities available to them or the barriers they may encounter when undertaking a specific behavior (Ajzen, 1991; Davis et al., 2002). Intention, in this context, represents the strength of an individual’s willingness to perform a specific behavior. Attitude refers to an individual’s positive or negative feelings toward the behavior. Subjective norms refers to the perceived social pressure to perform or not perform the behavior. Perceived behavioral control refers to an individual’s perception of the The definitions of all these TPB-related variables in the context of this study are as follows: 1.Behavioral beliefs: High school students’ beliefs that engaging in the preparation of the Academic Portfolio will lead to favorable outcomes, categorized into affective and instrumental beliefs. 2.Normative beliefs: Evaluations of the Academic Portfolio by high school students’ teachers, peers, relatives, and societal norms. 3.Control beliefs: High school students’ perceptions of the time, resources, and opportunities they have for preparing the Academic Portfolio. 4.Attitude: High school students’ positive or negative evaluations of the Academic Portfolio. 5.Subjective norms: The social pressure high school students perceive in relation to the Academic Portfolio, meaning the influence of significant others (teachers, peers, relatives, societal norms) on students’ attitudes and behaviors regarding the Portfolio. 6.Perceived behavioral control: High school students’ perception of their autonomy and confidence in preparing the Academic Portfolio. 7.Behavioral intention: The subjective probability that high school students will engage in preparing the Academic Portfolio, reflecting their willingness to do so. 8.Behavior: The degree to which high school students are actually involved in the preparation of the Academic Portfolio. Methods This study primarily analyzed feedback from high school students about the Academic Portfolio system. Data were collected through a paper-based questionnaire survey from second- and third-year high school students in Taiwan. A total of 120 high schools of various types were randomly selected, and 40 students were randomly chosen from each school, resulting in a total of 4,800 questionnaires being distributed, from which 3,638 valid responses were collected. Results and conclusion: 1.High school students still lack sufficient belief in the benefits of the Academic Portfolio. 2.Educational stakeholders express slight disagreement with the Academic Portfolio. 3.High school students generally have adequate resources and opportunities to prepare their Academic Portfolio. 4.High school students hold a somewhat negative attitude towards the Academic Portfolio. 5.Educational stakeholders believe that high school students should make efforts to enrich their Academic Portfolios. 6.High school students are still able to autonomously manage the preparation of their Academic Portfolios. 7.High school students exhibit a willingness to prepare their Academic Portfolios and engage in actual preparatory behavior. 8.Perceived behavioral control is the most crucial factor influencing high school students’ willingness and behavior towards preparing their Academic Portfolio. 9.Participation in the preparation of the Academic Portfolio is beneficial for cultivating core competencies and career planning among high school students. 10.High school students’ engagement in preparing their Academic Portfolio slightly increases their intention to pursue higher education and exerts a minor influence on their choice of admission pathways.