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Third Stage

3. Third Stage: Developing an outcome assessment system for student learning  

 The Ministry of Education conducted an evaluation for university in 2001, and included the Student Learning Outcome as one of the evaluations. Thus the establishment and effective utilization of the student learning outcome assessment system is considered one of the important bases to reach a certain level of educational effectiveness for the higher education organization. Among the bases the student counseling, service administration and educational resolution provided by the Office are essential parts to present the effectiveness of non-professional learning to students. Thus, the tasks related to evaluation foundation based on the student affairs are important and need extra effort to link with participation in student affairs resolution and enhance the relationship among students’ core competences through operational definitions, defining students’ core competences and assessment tools for developing each core competences. The goal for this stage is to establish an assessment system on the effect of student learning development for student affairs resolution, hoping to effectively link the student affairs resolution and enhancement of students’ core competences.        


Currently the activities related to student counseling for the NTU Office of Student Affairs can be divided into 12 categories: (1) freshmen orientation; (2) scholarships and assistantships; (3) participation in student associations; (4) advisor/advisee activities; (5) career development; (6) service learning; (7) civic education; (8) total health management; (9) learning through living; (10) models of excellence; (11) diversified culture understanding; (12) sustainable development. As for the method of assessment of resolution effectiveness, recoding and conducting an achievement report is the main task. In order to effectively evaluate students who participate in activities and enhance the correlation among their10 core competences listed by NTU, (1) A moral compass and a desire to rectify; (2) Professional knowledge and skills; (3) Health management skills; (4) Aesthetic sensitivity; (5) Independent judgment and ability to innovate; (6) Good citizenship; (7) Humane compassion; (8) Communication and team skills; (9) Global vision; (10) Respect for different cultures. We hope to develop the evaluation tool for each core competence through planning and implementing of this plan, in addition to effectively enhance each core competence of students by adjusting the planning and implementation of the resolution. 


○Important task and achievement 

1.Forming an executive team and conducting educational training

Yao Kaiping, the Director of Student Counseling Center, would serve as the co-host in charge of plan coordination and educational training. 15 colleagues from each unit of the Office of Student Affairs would form an executive team to hold meeting periodically and conduct educational training courses.

2.Conducting literature review and discussion

The definition and dimension of core competences will be formulated through literature review and discussion. The question samples will be designed based on the definition and dimension confirmed through discussion in the meeting. They will be integrated with 10 core competences and the University’s motto, “Integrity, Diligence, Patriotism, and Philanthropy” in order to be publicized and implemented.  

3. Definition of core competences

    (1) A moral compass and a desire to rectify

As for the ethical issues related to morality on campus, one should correctly reflect and make value judgments and practice the outcome in one’s life.

    (2) Health management skills

Students effectively utilize limited resources to control and maintain their health through learning in the campus environment, thus to establish personal ability in health management and reach the maximum physical and mental health.

    (3) Aesthetic sensitivity

Student can enhance their sense of aesthetics, critical thinking and creativity through various kinds of courses and activities.

    (4) Independent judgment and ability to innovate

Students should utilize every kind of ability and resource to present unique and creative thinking and action through academic learning, activity participation and daily life, in order to solve problems, enrich and develop life, and create a global community.   

    (5) Good citizenship

Students learn the civilian responsibilities of a democratic society through various kinds of courses and activities, and actively utilize them in campus life, including the dimensions of public affairs participation, respect for differences, law compliance, and sense of morality.

    (6)Humane compassion

Based on the love of humanity, students should show self-respect, respect for others, concern about the values of public interest in the society and natural environment in order to enrich and enhance life experience.  

    (7)Communication and team skills

Students can express their personal and others' thought, knowledge or emotion in language, symbolism and other methods, in addition to conveying and communicating this information. A team is formed with members who recognize each other's abilities and cooperate, coordinate and exchange information and messages in order to resolve the different views and reach team goals, as well as being responsible for both success and failure of the team.

    (8)Global vision

As students face a changing world with a wide range of viewpoints through various kinds of courses and activities, they can cultivate personal knowledge, skills and accomplishments to enhance their decision making.  

    (9)Respect for different cultures

Students should understand and recognize their own culture, as well as understand and appreciate other groups, culture in order to eliminate prejudice or discrimination against gender, race, ethnicity, religion, social class, age etc. They should actively cultivate diverse viewpoints and establish multicultural relationship.  

4.Developing an evaluation questionnaire

   (1)  Review and modify the draft questionnaire:

         Review the questions and their definitions to see if they accord as well as to avoid questions repetition. Center for Teaching and Learning Development will also invite participants in the compilation of this task to give professional advice.  

   (2)  Invite experts to review the questions

         7 experts from in or outside the campus will serve as question reviewers. They would discuss and modify the questionnaire.

   (3)  Complete and test the questionnaire

         The questionnaire was sent for a pre-test in August, 2011, and a total of 306 valid copies were recovered. An achievement report was conducted based on the result. 

   (4)  Conduct the “Survey on Current Students Basic Accomplishments”

         Modify according to the pre-test results and reduce the number of questions from 150 to 91 in order to enhance its effectiveness and credit. In order to understand the current status of students’ basic accomplishments for reference to push for student affairs, a survey of the current status of students’ basic accomplishments was conducted in May, 2012.