面對快速劇烈變動的新時代，21世紀以來，全球各地的教育新願景皆有「重視自我發展」這一項關鍵能力。而臺灣的十二年國教新課綱，也以「自發」、「互動」、「共好」為基本理念，強調學生要成為自發主動的學習者，學校教育則應善誘學生的學習動機與熱情。研究者秉持著新課綱的精神，欲達到「成就每一個孩子」，並落實「適性揚才」，在教學過程中持續關注學生的需求與獨特性，並提升學生學習的渴望與創新的勇氣。因此，研究者欲從「課室內的評量」出發，在自己的任教班級中，發展差異化評量，期許評量過程能促進學生的學習，也培養出能自我評量、自我反思的自主學習者。
是以，本研究將透過探討國文科差異化評量的設計與實施歷程，分析差異化評量對個案班級學生學習之作用，並進而省思國文科差異化評量的挑戰與專業成長。本研究採用個案研究法，針對研究者所任教之班級進行觀察、問卷調查，研擬出適合個案班級之差異化評量策略，並於實施後，透過訪談與文件分析等，了解個案在學習歷程中的學習情況與學習感受。
根據研究結果，本研究之結論如下：
一、運用差異化理論，結合國文科文本情境，能有脈絡地設計差異化評量
二、差異化評量的實施，能夠具體實踐「促進學習的評量」、「評量即學習」
三、教師需面對差異化教學與評量現場之挑戰，進而精進個人實務知能
本研究之結果，除了希望能對研究者自身教學有所省思與回饋之外，更希望能對相關領域之教學者與研究者相關參考。

Facing the rapidly and dramatically changing new era, the global educational vision since the 21st century emphasizes the key competence of "self-development." Taiwan's new 12-year national education curriculum also adheres to the basic concepts of "spontaneity," "interaction," and "mutual benefit," emphasizing that students should become proactive learners and that school education should inspire students' learning motivation and passion. Upholding the spirit of the new curriculum, researchers aim to "achieve every child" and implement "aptitude-based development," continually focusing on students' needs and uniqueness in the teaching process while enhancing their desire for learning and the courage for innovation. Therefore, researchers intend to start with "assessment in the classroom," developing differentiated assessments in their own classes, hoping that the assessment process will promote student learning and cultivate autonomous learners capable of self-assessment and self-reflection.
This study will explore the design and implementation process of differentiated assessments in Chinese language subjects, analyze the effects of differentiated assessments on the learning of students in the case study class, and reflect on the challenges and professional growth associated with differentiated assessments in Chinese language education. Using a case study approach, this research will observe and survey the class taught by the researcher, develop suitable differentiated assessment strategies for the case study class, and understand the learning conditions and experiences of the case through interviews and document analysis after implementation.
Based on the research results, the conclusions of this study are as follows:
1. Using differentiation theory combined with the context of Chinese language texts, it is possible to design differentiated assessments in a contextual manner.
2. The implementation of differentiated assessments can concretely realize "assessment for learning" and "assessment as learning."
3. Teachers need to face the challenges of differentiated teaching and assessment in practice, thereby enhancing their practical knowledge and skills.
The results of this study hope to provide reflection and feedback on the researcher's own teaching, and also offer reference for educators and researchers in related fields.

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