Abstract
Objectives This study aims to explore more effective methods of documenting and evaluating detailed competence and special activity records in the student comprehensive evaluation system following the introduction of the high school credit system. Through in-depth interviews, the research investigates the challenges faced by teachers and admission officers in writing and assessing these records. Methods To this end, in-depth interviews were conducted with 10 expert teachers experienced in college admissions guidance and 13 current and former admission officers. The interview questions included topics such as the current state and improvement directions of documenting detailed competence and special activity records in the student comprehensive evaluation system, the anticipated changes in documentation following the introduction of the high school credit system, and the essential evaluation elements required for detailed competence and special activity records. Results The analysis of teachers' and admission officers' perceptions regarding the student comprehensive evaluation system following the introduction of the high school credit system revealed opinions categorized into five key aspects: perception, current status, limitations, support, and solutions. This analysis uncovered the difficulties in documenting and evaluating detailed competence and special activity records within the student comprehensive evaluation system. Furthermore, the need for future support mechanisms and effective utilization methods for documenting these records following the introduction of the high school credit system was identified. Conclusions Firstly, there is a need to enhance teachers' abilities in curriculum management and lesson design. Secondly, urgent improvements are required in the documentation of detailed competence and special activity records to ensure fairness in the student comprehensive evaluation system. Thirdly, institutional supplementation is necessary to evaluate a broader range of experiences to avoid overlooking students with high potential, especially due to the reduction in student record documentation.
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