| Summary: | 本文首先釐清「通過／不通過制」（Pass/Fail，簡稱P/F制）的學習評量方式與「百分制」和「等第制」之異同，以及P/F制與成績平均積點（grade point average，簡稱GPA）的關係，並且呈現P/F制在臺灣高等教育發展上與零學分課程之間的緊密連結。接著，從學分與授課的對應關係，說明「服務學習」、「教學實務與實習」與「外語能力檢定」此三種零學分課程如何誤用P/F制，並指出其中的可能弊端以及背後的政策思維。從教育政策的角度觀察，P/F制與其他評量方式各有利弊得失。在提示P/F制的適用課程、對象與階段的理論基礎上，本
文主張多元的學習規劃設計，建議大學可從多元的學習評量方式著手，重塑教學管理的方向，期能更加符合適才適所的教育精神。
In this paper, we argue for the misuse of pass/fail grading system (P/F) in Taiwan’s zero-credit courses and depict the potential drawbacks and the thinking behind such
policies. We first clarify the similarities and differences between P/F and other grading systems and explain the relationship between P/F and grade point average (GPA).
We then reveal the close connection between P/F and the development of zero-credit courses in Taiwan’s university education. Based on the correspondence between credits and credit hours, we further demonstrate how P/F is seriously misused in the zero-credit
courses of “service-learning”, “internship and practice of teaching”, and “graduation requirement of foreign language proficiency” and point out their possible drawbacks and the thinking behind such policies. From the perspective of education policies, P/F, like other grading systems, has its advantages and disadvantages. Building on the discussion of the theoretical foundation of P/F’s suitability and applicability in terms of courses, participants, and learning phases, we propose a diversified approach towards designing learning planning. We thus further suggest that by considering a diversified
range of grading possibilities, universities can reshape the direction of course management to better facilitate students’ individual educational goals.
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