Abstract
The purpose of this study is to develop an evaluation rubric of admission officer system considering
 the high school credit system. Interviews with stakeholders, including high school teachers, admission
 officers, and evaluation experts, were conducted to derive evaluative elements that accurately reflect the
 High School Credit System and students' educational experiences. The outcome is a rubric with four
 dimensions: Career Exploration, Exploratory activity and level, Basic learning ability, and Sense of
 Paricipation and responsibility, each evaluated across three levels and within a nine-point scale. These
 dimensions are designed to assess various aspects such as students' career exploration, in-class inquiry
 activities, academic achievements, and individual talents, as evidenced in their school records. Then,
 this study verified the content validity of the evaluation rubric with content experts, aiming to present
 a more reliable evaluation tool. This rubric is anticipated to significantly enhance the objectivity and
 validity in the University Admission Officer System, while also serving as a guiding framework for
 students, teachers, and parents to understand and improve educational outcomes.
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