十二年國民基本教育為臺灣教育史上重要教育改革，不僅將執行多年的九 年國民義務教育向上延伸到十二年，也將新課綱（以下通稱108 課綱）從小學 銜接到高中，更將過去以能力指標為教育目標，改成以提升學生核心素養為教 育目標。為了提升素養導向評量的具體可操作性，本文分析了與課綱素養概念 相關的文獻，對目前已公告的108 課綱核心素養概念進行闡述與擴充，建立核 心素養理論建構，並連結總綱的三面九項、領綱的學習內容與學習表現…等各 概念之間的關係，並據以發展出實踐素養導向評量的原則，最後根據素養導向 評量的常見迷思提出本文的建議。

The 12-year basic education program is a key reform in the history of Taiwan’s education system. This reform extended compulsory education from 9 to 12 years and integrated the new curriculum (known as the 108 Curriculum) across elementary to senior high school levels, thereby mitigating disconnection between junior and senior high school curricula. It also shifted the educational focus from ability indicators to core literacy development. To enhance the implementation of literacy-oriented assessment, we reviewed the literature on curriculum and literacy concepts, elaborated and expanded the core literacy framework of the 108 Curriculum, established a theoretical basis for core literacy, and clarified the correlations between key elements such as the three dimensions and nine aspects, learning content, and learning performance. On the basis of the aforementioned framework, we developed effective principles for literacy-oriented assessment. We further offer recommendations for addressing common misconceptions surrounding literacy-oriented assessment.

108 課綱、核心素養、素養導向評量、標準參照、多元評量

108 curriculum, core literacy, literacy-oriented assessment, criterionreference, multiple assessments