國家教育研究院

　　臺灣學生學習成就評量資料庫（TASA）建置目的之一，即為長期監控國家學力品質與課程品質。TASA究竟應扮演什麼樣的功能，是否僅止於監測？若不再只是資料的蒐集與分析，不再只侷限於檢核教育成果，而是用於提升全民教育發展水準與品質，那該如何運作，方能符應，此為本研究目的。本研究採取文獻與文件分析、案例研究、比較研究等方法，主要以美日官方網路公布有關學習評量系統的相關訊息為剖析與解讀的對象，以掌握美日國家型評量系統的最新動態，再與我國TASA進行比較，展望TASA未來的發展。結果發現TASA宜強化如下功能：（1）評量系統兼具「監測比較」與「促進學習」；（2）評量設計「生活化」與「深層思考化」；（3）調查結果「加值化」；（4）試務運作「合理化」。建議運作機制如下：（1）「決策有據」「品質提升」「公平伸張」定位TASA；（2）「普測為主」「試題公開」；（3）「監測比較」「結果公開」；（4）「形成性評量化」「生活化與深層思考化」「試題平台化」；（5）「對象」「時間」「科目」「週期」「試務分配」合理化；（6）「標準設定有序」「認知納入複雜度」。

　　The one purpose of Taiwan Assessment of Student Achievement (TASA) is to long-term monitor the quality of national academic attainments and curriculum. What is the appropriate function of the TASA. Is it only the monitoring? If no longer just for a data collection and analysis. When raise the level and quality of education rather than audit education results, how to orient TASA to meet this goal. This is the purpose of this study.

　　For grasping the newest trend of national evaluation system to compare with TASA, this study adopts the methods of document analysis and literature review, case study, as well as comparison research, etc. Mainly focus on the data from official network in America and Japan to keep abreast of new developments.

　　This study based on the trend of national evaluation system found TASA should strengthen the following functions: (1) The evaluation system equipped with monitoring and promoting learning; (2) The items evaluate deep thinking and in actual type; (3) Enhancing value to the results of the survey; (4) Rationalizing the process of operation mechanism. The suggestion is as follows: (1) The evaluation system is used to provide evidence based decision-making, improve the quality of education and stretch the fairness of education; (2) Surveying all students and releasing items; (3) Making a comparison and disclosing results; (4) Valuing the formative evaluation, Evaluating deep thinking and in actual type, Building interactive test platform; (5) Re-examining the suitability about object, time, subject, test cycle and task distribution; (6) Sequentializing the process of standard setting and involving the complexity in the cognitive demand.