本文從教學典範轉移的演進出發，說明學習評量已逐漸以學習成效為評量核心，並進一步說明高雄醫學大學如何建立全校性的評量機制，造成課程改革的可能，且以兩門性質迥異的課程案例分析課程實施、多元評量、學習成效評估的方式。文中更解析高醫如何進行全校性的學習品質保證機制，進而探討課程案例的評量尺規之設計與運用，掌握學生的學習情形，進而探討如何造成深度學習的課室教學。最終，本文更以「教學學術」（scholarship of teaching）的概念做為不斷促進深度學習的動力，期能提升我國總體的教育品質，彰顯大學教育的公益與價值。

Starting from elaborating why the paradigm of teaching and learning shifted, and how, this present study investigates the Kaohsiung Medical University’s collective effort in institutionalizing the mechanism for the learning quality assurance. Two case courses are introduced and discussed to illuminate how quality learning can be put into practice, and to achieve deep learning through grading rubrics, among multiple assessment tools in the faceto- face classroom settings. Finally, the concept of scholarship of teaching is also introduced to the teaching community to encourage a collective effort in educating next generation professionals to enhance the value and public good of higher education.