通識教育開始實施至今雖有十多年的歷史，但通識教育在概念上仍有相當多的模糊地帶，也尚未達成一致的共識。實際上通識課程實施的狀況，也常因缺乏完善的監督與評量機制，而欠缺應具有的知識承載力，導致許多學生預期所選修的通識課程為營養學分。雪上加霜的是目前通識教育的教學評量，也尚未建立起通識教育專屬的評量機制。本文提出以「通識能力指標作為教學評量的基準」，實際上所涵蓋的範圍包括通識教育與通識課程全面審核機制的革新，因筆者預期當通識能力指標落實在通識教學評量上時，伴隨而來之成效將涵括學校面、通識教育中心面、通識教師面以及學生面等四個面向。本文將從能力指標的定義、能力指標的轉化以及教學評量的內涵等文獻相關理論切入，並以通識能力指標在教學評量上的應用，以及落實通識能力指標預期之成效與挑戰作為結論。

General education has been practicing for over a decade in Taiwan. However, there are still many blurring zones on concepts of general education. In fact, the practices of general courses usually lack complete standards and norms for learning assessment and teaching evaluation, which results in falling short of knowledge bearing capacity. Consequently, many students expect that general courses they take offer ”nutritious credits.” Therefore, without the establishment of teaching assessment system specified for general education, the current circumstances should be difficult to improve. 

This article proposes that teaching assessment should base on competence indicators of general education, and the areas involved will expand to the innovation of the overall evaluation system of general education and general courses. Authors expect that once competence indicators of general education implement on teaching assessment, areas of impact will include school, general education, teachers who teach general courses, and students who take general courses. This article starts from analyzing definitions of competence indicators, the transformation of competence indicators and contents of teaching assessment, and concludes with the application of general competence indicators on teaching assessment and expected outcomes and challenges when fulfilling general competence indicators.

通識教育; 教學評量; 能力指標; 能力指標的轉化

general education; teaching assessment; competence indicators; competence indicators transformation