團隊合作能力是科技專題成功的關鍵，然而現階段科技專題在實踐團隊合作上的結果仍不盡理想，學者建議應透過評量工具瞭解現況，以提出對應的措施，然而科技教育對於如何評量專題中的團隊合作能力仍缺乏共識。故本研究旨在發展「高中生於科技專題的團隊合作能力評量工具」，並藉此瞭解高中生於科技專題的團隊合作能力現況。本研究透過文獻分析歸納研究工具之評量構面，並採用專家審查確認研究工具的內容效度，進行預試以確保評量工具的信、效度。在正式施測時，為涵蓋多樣化的研究樣本，採用立意抽樣，從北、中、南部分別選取城市型小規模學非城市型大規模學校，及城市型大規模學校，並以生活科技必修課程的學生作為研究對象，調查高中生於科技專題的團隊合作能力表現之現況。研究結果顯示：(1)高中生於科技專題的團隊合作能力評量工具涵蓋目標投入、角色責任，及溝通互動三個構面，共13個題項；(2)此評量工具的信、效度良好；(3)三個構面中，學生的溝通互動表現最佳；角色責任次之；目標投入則相對較弱。本研究結果不僅填補現有的研究缺口，同時亦為教學實務提供實質參考，協助教師藉由此評量工具，了解學生的團隊合作表現以調整教學策略，同時為學生提供實施團隊合作上的指引、提升其動機，期以提升高中生於科技專題中的團隊合作能力表現。

Teamwork ability is a key factor in the success of technological projects. However, the current results of implementing teamwork in technical projects are still not entirely satisfactory. Scholars suggest that understanding the current situation through assessment tools is crucial for proposing corresponding measures. However, there is still a lack of consensus in technology education on assessing team collaboration skills within projects. To address this dilemma, this study aims to develop an "Assessment Tool for High School Students' Teamwork Abilities in Technological Projects" to gain insights into the current status of high school students' teamwork abilities in technological projects. This study derived the evaluation dimensions of the research tool through literature analysis and confirmed the content validity of the research tool using expert reviews, followed by a pilot test to ensure the reliability and validity of the assessment tool. In the formal implementation, a purposive sampling method was used to cover a diverse range of research samples by selecting students from mandatory Living Technology courses in schools from the northern, middle, and southern regions, including small-scale urban schools, large-scale non-urban schools, and large-scale urban schools, to investigate the current state of high school students' teamwork abilities in technological projects. The research results showed: (1) Assessment Tool for High School Students' Teamwork Abilities in Technological Projects covers three dimensions: team contribution, personal responsibility, and team communication, with a total of 13 items; (2) the assessment tool demonstrated good reliability and validity; (3) among the three dimensions of teamwork, students performed best in team communication, followed by personal responsibility, and team contribution was relatively less ideal. The results of this study not only fill the existing research gap but also provide practical references for teaching. This assessment tool helps teachers understand students' teamwork performance and adjust teaching strategies accordingly, while also providing students with guidance on implementing teamwork, enhancing their motivation, and ultimately improving their teamwork abilities in technological projects.

一、中文部分
于若蓉、杜素豪（2022）。網路調查的注意力檢測對題項回應時間與問卷完填的影響。調查研究—方法與應用，48，7-46。
余民寧（2022）。教育測驗與評量：成就測驗與教學評量（四版）。心理。
吳明隆（2009）。結構方程模式：方法與實務運用。麗文。
吳明隆（2014）。論文寫作與量化研究（四版）。五南。
吳明隆、張毓仁（2018）。SPSS 問卷統計分析快速上手秘笈。五南。
林韋婷、李淑莉、周汎澔（2018）。評析醫療團隊合作觀察量表。高雄護理雜誌，35（1），70-80。
林敬堯、林志哲（2020）。團隊導向學習法提升學生核心素養之省思-以跨領域專題製作為例。臺灣教育評論月刊，9（6），61-67。
邱皓政（2011）。量化研究與統計分析：SPSS PASW資料分析範例解析（五版）。五南。
侯世光、劉冠賢（2009）。增強科技創新研發能力的專題製作類教學活動。生活科技教育，42（4），87-92。
凃金堂（2012）。量表編製與SPSS。五南。
凃金堂（2018）。教育測驗與評量（初版）。三民。
胡子陵（2021）。厲害了!碩士論文撰寫與問卷調查統計分析:108小時實戰（第二版）。五南。
張芳瑜（2016）。於高中實施工程設計專題製作活動課程設計之探討。科技與人力教育季刊，3（1），5-11。
教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校科技領域。取自https://www.k12ea.gov.tw/files/class_schema/課綱/13-1/十二年國民基本教育課程綱要國民中學暨普通型高級中等學校—科技領域.pdf
莊淑芬、盧秀琴（2021）。學生及學校因素對合作式問題解決表現之多層級分析。測驗學刊，68（3）， 175-207。
廖家現、范斯淳（2020）。高中生活科技工程設計實作教學活動-以班級[養機場]為例。工業科技教育學刊，13，44-64。
羅希哲、蔡慧音、曾國鴻（2011）。高中女生STEM網路專題式合作學習之研究。高雄師大學報:自然科學與科技類，30，41-61。

二、外文部分
Baker, D. P., Horvarth, L., Campion, M., Offermann, L., & Salas, E. (2005). The ALL teamwork framework. International adult literacy survey, measuring adult literacy and life skills: New frameworks for assessment, 13, 229-272.
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
Battur, S., Patil, M. S., Desai, P., Vijayalakshmi, M., Raikar, M. M., Hegde, P., & Joshi, G. H. (2016, December). Enhancing the students project with Team Based learning approach: a case Study. In 2016 IEEE 4th international Conference on MOOCs, Innovation and Technology in Education (MITE) (pp. 275-280). IEEE.
Beckhard, R. (1972). Optimizing team-building efforts. Journal of Contemporary Business, 1(3), 23-32.
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
Bryman, A., & Cramer, D. (1997). Quantitative data analysis with SPSS for Windows: A guide for social scientists. Routledge.
Cannon-Bowers, J. A., & Salas, E. (1997). Teamwork competencies: The interaction of team member knowledge, skills, and attitudes. Workforce readiness: Competencies and assessment, 151-174.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education, 46(1), 90-115.
Chowdhury, T., & Murzi, H. (2019,July). Literature review: Exploring teamwork in engineering education. In Proceedings of the Conference: Research in Engineering Education Symposium, 1-9.
Comrey, A. L. (1988). Factor-analytic methods of scale development in personality and clinical psychology. Journal of Consulting and Clinical Psychology, 56(5), 754.
Denton, H. G. (1990). The role of group/team work in design and technology: Some possibilities and problems.
Freeman, M., & McKenzie, J. (2000). Self and Peer Assessment of Student Teamwork: Designing, implementing and evaluating SPARK, a confidential, web based system. Flexible learning for a flexible society.
Goldfinch, J. (1994). Further developments in peer assessment of group projects. Assessment & Evaluation in Higher Education, 19(1), 29-35.
Gorsuch, R. L. (1983). Factor Analysis. Hillsdale, NJ: L.
Gunning, T., & Collins, P. (2018). Fostering teamwork skills across the School of Engineering using online self and peer assessment. Open Oceans: Learning Without Borders, 385.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. (2006). Multivariate data analysis . Uppersaddle River.
Hayama, T. (2014, August). Analysis of Team Characteristics of Project-Based Learning based on Performance Factors of Collaborative Learning. In 2014 IIAI 3rd International Conference on Advanced Applied Informatics (pp. 275-279). IEEE.
Iacob, C., & Faily, S. (2019). Exploring the gap between the student expectations and the reality of teamwork in undergraduate software engineering group projects. Journal of Systems and Software, 157, 110393.
Jaiswal, A., Karabiyik, T., Thomas, P., & Magana, A. J. (2021). Characterizing team orientations and academic performance in cooperative project-based learning environments. Education Sciences, 11(9), 520.
Jaiswal, A., Thomas, P. J., Karabiyik, T., Perera, V., & Magana, A. J. (2021, July). Assessing the Impact of Transition from Face-to-Face to Online Instruction on Team Cooperation. In 2021 ASEE Virtual Annual Conference Content Access.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.
Karabiyik, T., Jaiswal, A., Thomas, P., & J. Magana, A. (2020). Understanding the interactions between the scrum master and the development team: A game-theoretic approach. Mathematics, 8(9), 1553.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.
Mohd-Yusof, K., Helmi, S., Jamaludin, M. Z., & Harun, N. F. (2011). Cooperative problem-based learning (CPBL): A practical PBL model for a typical course. International Journal of Emerging Technologies in Learning (iJET), 6(3), 12-20.
Raue, S., Tang, S. H., Weiland, C., & Wenzlik, C. (2013). The GRPI model–an approach for team development. White Paper Draft, SE Group.
Rousseau, V., Aubé, C., & Savoie, A. (2006). Teamwork behaviors: A review and an integration of frameworks. Small group research, 37(5), 540-570.
Shofiyah, N., Wulandari, F. E., Mauliana, M. I., & Pambayun, P. P. (2022). Teamwork skills assessment for STEM Project-Based Learnig. Jurnal Penelitian Pendidikan IPA, 8(3), 1425-1432.
Sridharan, B., & Boud, D. (2019). The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education, 44(6), 894-909.
Tannenbaum, S. I., Beard, R. L., & Salas, E. (1992). Team building and its influence on team effectiveness: An examination of conceptual and empirical developments. In Advances in psychology (Vol. 82, pp. 117-153). North-Holland.
Tessier, V., & Carbonneau‐Loiselle, M. (2023). Assessment for Learning of Design Teamwork Skills. International Journal of Art & Design Education.
Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project based learning: A handbook for middle and high school teachers. Buck Institute for Education.
Thomas, M. E. (2000). Nancarrow's Canons: Projections of Temporal and Formal Structures. Perspectives of New Music, 106-133.
Uziak, J. (2016). A project-based learning approach in an engineering curriculum. Global Journal of Engineering Education, 18(2), 119-123.
Vance, K., Kulturel-Konak, S., & Konak, A. (2014, March). Assessing teamwork skills and knowledge. In 2014 IEEE Integrated STEM Education Conference (pp. 1-6). IEEE.
Wang, L., MacCann, C., Zhuang, X., Liu, O. L., & Roberts, R. D. (2009). Assessing teamwork and collaboration in high school students: A multimethod approach. Canadian Journal of School Psychology, 24(2), 108-124.
Willey, K., & Gardner, A. P. (2008, January). The effectiveness of using self and peer assessment in short courses: Does it improve learning. In Proceeding of AaeE conference. Tersedia pada http://www. aaee. com. au/conferences/papers/2008/aaee08_submission_WLCS. pdf. tanggal (Vol. 21).
Yusof, K. M., Hassan, S. A. H. S., Jamaludin, M. Z., & Harun, N. F. (2012). Cooperative problem-based learning (CPBL): Framework for integrating cooperative learning and problem-based learning. Procedia-Social and Behavioral Sciences, 56, 223-232.