Article 1

These Regulations are established in accordance with the provisions of Article 40, Paragraph 1 of the Compulsory Education Act.

Article 2

The learning assessment of students in elementary and junior high schools (hereinafter referred to as "elementary and junior high school students") aims to assist students in the balanced development of morality, intellect, physical fitness, social skills, and aesthetics, and has the following functions:

1. Students use it to understand their own performance and adjust their learning methods and attitudes.

2. Teachers use it to adjust teaching and assessment methods and guide students in adaptive learning.

3. Schools use it to adjust curriculum plans and arrange enrichment programs or remedial teaching based on student needs.

4. Legal representatives of students use it to understand students' learning performance and jointly supervise students' effective learning with teachers and schools.

5. Competent authorities at all levels use it for learning quality control and to adjust curriculum and teaching policies.

Article 3

The learning assessment of elementary and junior high school students shall be conducted separately based on domain learning courses, flexible learning courses, and daily life performance; the scope and content of the assessment are as follows:

1. Domain learning courses and flexible learning courses:

(1) Scope: Includes domain learning courses, flexible learning courses, and integrated topics as stipulated in the curriculum guidelines for elementary and junior high schools.

(2) Content: Includes core competencies, learning objectives, student effort, progress, and should consider cognitive, affective, and skill aspects, as well as participation and practice. It should also emphasize the analysis of the learning process and outcomes.

2. Daily life performance: The scope and content of assessment include student attendance, disciplinary records, group activity performance, moral conduct, public service, and special achievements inside and outside of school.

Article 4

The principles of learning assessment for elementary and junior high school students are as follows:

1. Objectives: Should be consistent with the legitimacy of educational purposes.

2. Target: Should consider individualization and flexible adjustments.

3. Timing: Should consider both regular and periodic assessments.

4. Methods: Should minimize the use of paper-and-pencil tests.

5. Interpretation of results: Should be primarily based on criterion-referenced assessment, with norm-referenced assessment as a supplement.

6. Function of results: Formative and summative functions should be equally emphasized; diagnostic and placement functions should be considered when necessary.

7. Presentation of results: Should consider both qualitative descriptions and objective data.

8. Management of results: Should consider confidentiality and respect for privacy.

Article 5

The learning assessment of elementary and junior high school students shall be conducted in accordance with Article 3, and appropriate diverse assessment methods shall be adopted, taking into account students' physical and mental development, individual differences, cultural differences, and core competency content:

1. Paper-and-pencil tests and forms: For important knowledge and conceptual objectives, as well as affective objectives such as learning interest, motivation, and attitude, use learning sheets, homework assignments, paper-and-pencil tests, questionnaires, checklists, rating scales, or other methods.

2. Performance-based assessment: For problem-solving, skills, participation and practice, and behavioral performance objectives, use written reports, oral reports, listening and speaking communication, practical operations, product creation, performances, appreciation, behavioral observation, or other methods.

3. Portfolio assessment: For learning objectives, guide students to systematically compile forms, tests, performance assessments, and other materials and related records for the purpose of demonstrating their learning process and achievements.

The learning assessment methods for students with special education needs shall be flexibly adjusted by the school in accordance with the Special Education Act and relevant regulations, taking into account the students' learning needs and strengths.

Article 6

When disasters as defined in Article 2, Paragraph 1 of the Disaster Prevention and Protection Act, infectious diseases as defined in Article 3, Paragraph 1 of the Communicable Disease Control Act, or other major incidents occur in the residential area or school location of elementary and junior high school students, making in-person instruction impossible, schools may implement teaching and learning assessments through digital remote teaching or other appropriate methods.

Article 7

The timing of learning assessment for elementary and junior high school students is divided into regular assessment and periodic assessment.

The assessment of domain learning courses should consider both regular and periodic assessments; the assessment of flexible learning courses should be based on regular assessment, and periodic assessment may be implemented as needed.

The number of paper-and-pencil tests in the regular assessment mentioned in the preceding paragraph shall comply with the minimization principle of Article 4, Paragraph 4 for both domain learning courses and flexible learning courses; the number of paper-and-pencil tests in the periodic assessment shall be at most twice per semester for first and second graders of elementary school, and at most three times per semester for third graders of elementary school to third graders of junior high school.

Students who are unable to participate in periodic assessments due to illness or other reasons, and are granted leave by the school, may make up the assessment; their scores will be calculated based on the actual scores obtained.

Daily life performance is primarily assessed through regular assessment, and the number of assessments may be flexibly adjusted as needed.

Article 8

The assessors for the learning assessment of elementary and junior high school students are as follows:

1. Domain learning courses and flexible learning courses: Assessed by the teaching teacher, who shall explain the assessment plan to students and their legal representatives at the beginning of each semester.

2. Daily life performance: Assessed by the homeroom teacher, taking into account school records, feedback from teachers of domain learning courses and flexible learning courses, peers, and legal representatives.

Article 9

For students who take pull-out vocational and technical education courses at the junior high school level in accordance with the "Regulations on the Implementation of Vocational and Technical Education in Junior High Schools," their semester grades in the corresponding domain learning courses shall include the total grade of the pull-out vocational and technical education courses, calculated proportionally to the number of weekly hours of the pull-out vocational and technical education courses relative to the number of weekly hours scheduled for the corresponding domain learning courses.

Article 10

The results of regular and periodic learning assessments for domain learning courses and flexible learning courses of elementary and junior high school students shall be recorded in terms of grades, quantities, or qualitative descriptions, depending on the nature of the assessment methods.

At the end of each semester, the learning assessment results for the domain learning courses and flexible learning courses mentioned in the preceding paragraph shall be comprehensively reviewed, taking into account students' personality traits, special talents, learning progress, and attitudes, to assess and describe students' learning performance, and specific suggestions for future learning may be provided as needed.

The assessment results of domain learning courses shall be presented in grades of "Excellent," "Good," "Pass," "Needs Improvement," and "Fail" to reflect students' overall semester learning performance in each domain learning course; the conversion between grades and scores is as follows:

1. Excellent: 90 points or above.

2. Good: 80 points or above, but less than 90 points.

3. Pass: 70 points or above, but less than 80 points.

4. Needs Improvement: 60 points or above, but less than 70 points.

5. Fail: Less than 60 points.

The "Pass" grade (丙等) in the preceding paragraph is the passing standard.

The overall semester learning performance of flexible learning courses may be handled in accordance with the provisions of Paragraph 3.

Records of students' daily life performance shall be recorded factually for each item listed in Article 3, Paragraph 2, with specific suggestions provided as appropriate, and shall not include comprehensive evaluations or grade conversions.

Article 11

Schools shall notify students and their legal representatives in writing at least once per semester regarding the learning assessment records and specific suggestions for domain learning courses, flexible learning courses, and daily life performance of elementary and junior high school students.

Schools may publicly announce the distribution of student scores. However, individual student rankings within the class and school shall not be publicly disclosed.

The competent authorities of the municipalities and counties (cities) shall review the assessment results of elementary and junior high school students under their jurisdiction within one month after the end of each semester, and use them as a reference for the formulation and promotion of their educational policies.

Article 12

Schools shall collaborate with academic affairs, student affairs, counseling units, and the resources of students' legal representatives to accurately grasp students' learning status and establish and implement early warning and counseling measures for those who require assistance.

If students' learning assessment results in domain learning courses and flexible learning courses do not meet the passing standard during the learning process, schools shall implement remedial teaching and related measures; the principles for implementation shall be determined by the competent authorities of the municipalities and counties (cities).

The competent authorities of the municipalities and counties (cities) shall report the effectiveness of remedial teaching implemented in accordance with the preceding paragraph, along with the assessment results of elementary and junior high school students mentioned in Paragraph 3 of the preceding article, to the central competent authority for record within two months after the end of each academic year.

For students whose daily life performance requires assistance, schools shall provide guidance in accordance with the regulations on teacher counseling and discipline of students, contact their legal representatives, and provide students with opportunities for correction, cancellation of demerits, and offsetting of merits and demerits.

Article 13

Elementary and junior high school students who have completed their studies and meet the following requirements shall be considered to have passed and will be issued a graduation certificate by the school; those who do not meet the requirements will be issued a certificate of completion:

1. Attendance and disciplinary record: The total number of class days during the learning period, minus the number of leaves approved by the school for public affairs, mourning, illness, and other categories of leave specified by the competent authorities of the municipalities and counties (cities), shall be at least two-thirds of the total class days, and after offsetting merits and demerits, the number of major demerits shall not exceed three.

2. Domain learning course grades:

(1) Elementary school stage: At least four of the seven domains (language, mathematics, social studies, science, arts, comprehensive activities, health and physical education) shall have an average graduation grade of "Pass" (丙等) or above.

(2) Junior high school stage: At least four of the eight domains (language, mathematics, social studies, science, arts, comprehensive activities, technology, health and physical education) shall have an average graduation grade of "Pass" (丙等) or above.

Article 14

Elementary and junior high schools shall properly preserve and manage the learning assessment results of students, and protect their personal privacy and rights; the processing of assessment results and records shall be carried out in accordance with the Personal Data Protection Act and relevant regulations.

Article 15

To understand and ensure the academic quality of junior high school students, the central competent authority, in conjunction with the competent authorities of the municipalities and counties (cities), shall organize the "Basic Competency Test for Junior High School Students" (hereinafter referred to as the "Basic Competency Test"); the methods of organization are as follows:

1. Held annually in May for third-grade junior high school students, covering subjects such as Chinese, English, Mathematics, Social Studies, and Science, as well as a writing test; the assessment results, except for the writing test which is divided into six levels (1 to 6), are categorized into three levels: Mastery, Basic, and Needs Improvement.

2. The central competent authority shall, in conjunction with the competent authorities of the municipalities and counties (cities), establish a "Basic Competency Test Promotion Committee" to deliberate, coordinate, and guide important matters related to the Basic Competency Test.

3. A "National Examination Affairs Committee for the Basic Competency Test" shall be established under the Basic Competency Test Promotion Committee to coordinate national examination affairs; the competent authorities of each municipality and county (city) shall assist in organizing national examination affairs.

4. Examination affairs for each examination zone shall be managed by the competent authority of the municipality or county (city) where the examination zone is located, and may be individually or jointly entrusted to an "Examination Zone Affairs Committee for the Basic Competency Test" established by a school in the examination zone. The Examination Zone Affairs Committee shall, in accordance with the plan of the National Examination Affairs Committee, manage national common matters.

5. The central competent authority may entrust the following matters to universities, academic professional organizations, or foundations (hereinafter referred to as "Entrusted Assessment Institutions") for implementation:

(1) National examination affairs of the National Examination Affairs Committee as stipulated in Subparagraph 3.

(2) Question design, compilation, grading, scoring, question bank construction, and test item development.

6. The Entrusted Assessment Institutions mentioned in the preceding subparagraph shall possess professional capabilities in assessing student academic quality, sufficient administrative personnel, and sound organizational and accounting systems.

7. Except for those approved by the competent authorities of the municipalities and counties (cities), junior high school students shall participate in the Basic Competency Test. Schools shall assist students in registering and shall not refuse students' participation in the examination.

8. The results of the Basic Competency Test shall be used by students, teachers, schools, students' legal representatives, and competent authorities to understand student learning quality and for other uses as stipulated by relevant laws and regulations. However, they shall not be included in the calculation of in-school learning assessment scores.

The committee members of the committees stipulated in Subparagraphs 2 to 5 of the preceding paragraph, and the examination affairs personnel involved in the Basic Competency Test, shall have a duty of confidentiality regarding examination affairs and shall comply with the following recusal provisions:

1. Committee members of the committees stipulated in Subparagraphs 2 to 5 of the preceding paragraph, their spouses, former spouses, blood relatives or relatives by marriage within the third degree of kinship, or those who have had such relationships, shall recuse themselves if they register to take the examination in the current year.

2. Invigilators, their spouses, former spouses, blood relatives or relatives by marriage within the second degree of kinship, or those who have had such relationships, shall recuse themselves if they register to take the examination in the current year.

3. Personnel involved in examination affairs other than those mentioned in the preceding subparagraph, who are involved in question design, review, compilation, grading, scoring, or have access to test questions or papers, commissioned by the central competent authority or entrusted by the central competent authority for the Basic Competency Test, their spouses, former spouses, blood relatives or relatives by marriage within the third degree of kinship, or those who have had such relationships, shall recuse themselves if they register to take the examination in the current year.

If the regulations of any examination zone or examination site are stricter than those in these Regulations, the stricter regulations shall apply.

Article 16

The various assessment forms and documents related to student learning assessment in elementary and junior high schools shall be determined by the competent authorities of the municipalities and counties (cities).

Article 17

Junior high schools and their competent authorities may organize mock examinations to guide students' further education or assist students in adapting to the procedures, question types, and answering methods of the Basic Competency Test. The number of mock examinations shall not exceed two per semester. Mock examination scores shall not be included in the calculation of student assessment scores; related handling principles shall be in accordance with the regulations of the central competent authority.

In addition to organizing mock examinations independently or in conjunction with the competent authorities, junior high schools shall not assist other institutions, organizations, or individuals in organizing the mock examinations mentioned in the preceding paragraph.

Article 18

Public elementary and junior high schools that violate these Regulations in matters related to student learning assessment shall be subject to disciplinary action against school personnel in accordance with the "Regulations on Performance Evaluation of Principals of Public Senior High Schools and Below" and the "Regulations on Performance Evaluation of Teachers of Public Senior High Schools and Below."

Private elementary and junior high schools that violate these Regulations shall be dealt with by the competent authorities of the municipalities and counties (cities) in accordance with the "Private School Law" and relevant regulations.

Article 19

These Regulations shall come into effect on August 1, 2024.