1.瞭解測驗、評量編製之原理、原則。
2.具備班級測驗編製、評量設計之能力。
3.具備使用測驗及解釋測驗結果的能力。
4.具備利用測驗進行教學評量與診斷的能力。
5.反思課堂評量方式及我國現有教育測驗型態與內容。
6.認識其他與教學相關的評量工具。
7.能利用多元評量方法於教學設計中。
8.激發學生創造力，編製具有特色、創意之測驗題目或不同學習評量方式之設計。1. Understand the principles and principles of test and assessment preparation.
2. Have the ability to prepare class tests and design assessments.
3. Have the ability to use tests and interpret test results.
4. Have the ability to use tests for teaching evaluation and diagnosis.
5. Reflect on classroom assessment methods and the existing educational test types and contents in my country.
6. Understand other teaching-related evaluation tools.
7. Be able to use multiple evaluation methods in teaching design.
8. Stimulate students' creativity and prepare unique and creative test questions or the design of different learning assessment methods.
1.余民寧（2011）。教育測驗與評量：成就測驗的編製原理（第三版）。台北市：
心理。（主要教科書）＊
2.李坤崇（1999）。多元化教學評量。台北市：心理。
1. Yu Minning (2011). Educational testing and assessment: Principles of development of achievement tests (3rd ed.). Taipei City:
psychology. (Main Textbook)＊
2. Li Kunchong (1999). Diversified teaching assessment. Taipei City: Psychology.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 usual results |
25 | |
| 期中考試期中考試 midterm exam |
25 | |
| 小組作業小組作業 group work |
45 | |
| 小組書面報告學期作業彙整小組書面報告學期作業彙整 Summary of group written reports and semester assignments |
5 |
