國家教育研究院

　　本研究目的有四：(一)分析高中教育目標與大學多元入學政策目標之相關性。(二)探討大學入學考試時間與高中課程規劃的配合情形。(三)探討大考中心因應高中課程綱要在大學入學考試命題規劃與調整情形。(四)探討高中在校成績納入大學繁星推薦或個人申請之可能性。本研究主要採取文件分析、分區焦點座談、問卷調查法蒐集資料，分區焦點座談共計有99人.加，調查對象為全國 72所大學校院教育人員和 72所高中教育人員，共回收 651份有效問卷。調查資料採用次數分配、百分比及卡方分析統計，並歸納問卷開放問題的填答資料以及焦點座談的質性資料，結果發現：
（一）問卷填答者 77.3%同意繁星推薦招生名額比率由 10％漸進擴增為 20％，68.8%同意申請入學由 21％-40％漸進擴增為 60％，71.0%同意考試入學由 41％漸進減少為 21％。
（二）大學學科能力測驗、指定科目考試使高中仍籠罩在「應試教育」中；因此問卷填答者?
56.4％同意學測、指考合併為一次考試，能減輕考生壓力。
（三）問卷填答者同意學測採取「選考科目」（65.1％）或「選考範圍」（62.8％），能引導高中生適性學習。
（四）每年大學指考各科命題難易度呈現不穩定現象，因此問卷填答者同意因應高二英文、數學、基礎物理 A、B版調整學測（69.0％）、指考（72.2％）的命題難易度。
（五）問卷填答者 77.1％同意大學甄選入學採計高中在校成績是合理的，81.1％同意由於各校高中教師的評分方式和標準不同，大學甄選入學參採之「高中在校成績」難以進行跨校比較，因此 88.2％的問卷填答者同意應先強化高中教師的多元評量知能，大學甄選入學採計高中在校成績才會是客觀與公平的。

　　根據結果與發現，本研究提出若干具體建議，提供教育相關單位之決策參考。

　　This study has four purposes: (1) to analyze the relationship between educational goals of the high school and policy aims of the Multiple-College-Entrance-Project. (2) to explore the issue of time correlation between the dates for the college entrance examinations and the schedules of teaching goals set by high school curriculum. (3) to consider adjustments in test content and test level of the college entrance examination by the College Entrance Examination Center (CEEC) in response to Curriculum Guidelines of High School. (4) to discuss the possibility of taking account of the grade point average (GPA) given to students in high school for the Multi-Star Recommendations Project (MSRP) or Personal Application (PA) admissions. The participants represented by educators from 72 universities and 72 high schools in Taiwan. The methodology of this study included the focus group discussion from three regional areas and questionnaire investigation. There are totally 99 participants in the focus group discussion and 651 valid responses for the questionnaire. The data analysis of this study adapted the qualitative data analysis approach and statistical approaches such as frequency distribution, percentage and Chi-Square. The conclusions of this study are as follows:?
(1)77.3% of responders agreed to increase student enrollment ratio from 10% to 20% for MSRP and 68.8% of responders agreed to increase students enrollment ratio from 21-40% to 60% for PA. On the other hand, 71.0% of responders agreed to decrease student enrollment ratio from 41% to 21% for the college entrance examination.?
(2)Due to the requirements of The General Scholastic Ability Test (GSAT) and the Department Required Test (DRT) of college entrance examinations, high schools were seen to conform only to a “test-oriented education” system. Therefore 56.4％ of responders agreed that merging them into one single test would relief the stress of test takers.?
(3)65.1％ of responders agreed that testees should choose which subjects of the GSAT on which they would be tested, and 62.8% of responders agreed that those testees should be able to choose the level at which they were tested in each subject on the GSAT, in order to allow high school students to engage in adaptive learning.?
(4)The test subjects of the DRT were alleged to be more difficult in one year than another year. Therefore 69.0% of responders agreed that CEEC should adjust the level of the difficulty on the English, mathematics and basic physics sections of the exam (both A & B tracks).?
(5)77.1％ of responders agreed with allowing for college admission via MSRP and PA admissions considering students GPA of high school. However, 81.1％ of responders agreed that score criteria (i.e., grading by teachers) vary from school to school which made it hard to compare. Therefore, 88.2% of responders agreed that the assessment abilities of high school teachers should be improved, thereby maintaining the objectivity and equity of the college entrance system.?

　　Finally, based on the conclusions mentioned above, some suggestions were proposed for further consideration of educational policy decision-making and execution.?