本子計畫主要之目的為發展素養導向教學評量培訓課程，培養素養導向教學評量之種子教師專業知能，並透過整合型計畫之其他四個子計畫入校觀察、訪談及記錄種子教師教學評量之實施歷程，發掘素養導向教學評量之成功教師案例，從這些教學評量實施之成功案例中，彙整教師有效教學評量之特色，研擬素養導向教學評量之有效專業發展機制，作為未來教師教學評量專業發展模式之參考。具體研究重點項目包含：1.評估素養導向教學評量培訓課程之實施成效；2.促進教師教學評量之專業知能；3.研擬素養導向教學評量之有效專業發展機制。

　　Based on the theoretical framework of Assessment As Learning (AAL) and Literacy Development Cycle (LDC), and the conceptual methodology of Design-Based Research (DBR), the main purpose of this project aims to develop a training program of literacy-oriented assessment, to facilitate the professional knowledge of the seed teachers in their literacy-oriented teaching assessment. Through the process of observing, interviewing and recording teachers teaching practices by other four sub-projects, this project explores the effect of the training program on teachers’ teaching assessment practices, and develops an effective professional development pattern or model of literacy-oriented teaching assessment for teachers to facilitate their professional knowledge and practical experiences.