在排球教學活動中，排球發球實作評量時常被體育教師用來測驗學生的排球發球技能。本技術報告旨在發展一套模擬排球正式比賽情境、採多元計分方式的排球發實作評量方法，訂定能幫助教師了解學生排球發球實作技能的評分規準，測驗學生排球低手發球及高手發球的技術能力；並將研究者所設計之評量方法推動實施於研究者所任教之學校的全十年級體育科期中考試。
本技術報告運用質性及量性混合研究方法，經由體育教師教學研究會討論，並邀請校內之排球專任教練，由專家判斷確認研究者所設計之評量方法的內容效度。再經由小範圍預試評量、預試評量再測及擴大至全年級實施期中考排球發球實作評量，取得研究之樣本共計396位，並使用微軟Excel 統計公式計算評量試題的難易度、鑑別度、和再測信度相關係數等。
本技術報告經理論探討與統計分析，獲致三項試題分析結果如下：（1）研究者所設計之排球發球實作評量方法的內容效度已經由專家判斷確認其符合性；（2）研究者所設計之排球發球實作評量方法的再測信度相關性為高度相關；（3）研究者所設計之排球發球表現評量方法的整體試題評鑑為非常優良之試題。
經由本次技術報告的進行，研究者成功於其所任教之學校的全十年級體育課程擴大實施其所設計之排球發球實作評量方法。研究者期望能經由本技術報告之評量設計及實施，正面影響及鼓勵其所任職之學校的其他體育教師能更重視體育科教學活動及評量的設計，以幫助學生的體育課程學習，提升校內整體體育課程教學活動之品質。

In volleyball teaching and learning activities, volleyball serve skill assessments are usually conducted by teachers to evaluate students’ volleyball serve learning outcomes. This technical report aims to develop a volleyball serve skill assessment with multidimensional scoring method, in order to help teachers on evaluating students’ performance of volleyball serve. The designed assessment simulates and follows the real volleyball match scenarios and rules to test students’ authentic performance of volleyball underhand serve and overhead serve skills. The assessment was conducted on one class of students during pre-tests then expanded to be deployed to the whole Grade 10 classes during the midterm exam.
Both quantitative and qualitative research methods were adopted by this technical report. The content validity of the developed volleyball serve skill assessment was done through expert judgements by all Grade 10 PE teachers together with a nationally-certified volleyball coach. The sample size of the pre-test is 41; while the sample size of the students participated in this technical report is 396 in total. Microsoft Excel statistical functions were applied to calculate the index of the item difficulty, item discrimination and test-retest reliability correlation coefficient of the designed volleyball serve skill assessment.
From theoretical interpretation and statistical data analysis, three testing item analysis findings were derived as follows: (1) The content validity of the designed assessment was assured by expert judgement method. (2) The test-retest reliability of the designed assessment is highly-relevant. (3) The overall test items of the designed assessment demonstrated very good discrimination.
Through the execution of this technical report, the author has successfully deployed the developed volleyball serve skill assessment method to all Grade 10 classes of the school under study. The author wishes to positively impact and encourage other PE teachers for improving the teaching and learning activities to help student’s learning in PE courses.

余民寧（2011）。教育測驗與評量：成就測驗與教學評量（第三版）。臺北市：心 理。
教育部（2009）。訂定中小學生運動能力指標－基本動作。臺北市：教育部。
王俊明（2007）。問卷與量表的編製及分析方法。桃園市：國立體育學院體育研究 院。
徐新逸（2003）。學校推動資訊科技融入教學的實施策略探究。教學科技與媒體， 64，68- 84。
蔡宗達、闕月清（2003）。逆向思維的新體育教學－理解式教學法（TGFU）。中 華民國大專院校九十二年度體育學術研討會專刊，（上） ，252-261。
潘寶石、張榮祥（2000）。新規則下排球得失分過程探析。大專排球研究論集 ， 6 ， 27-38。

Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional technology and media for learning (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Ebel, R. L. & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Englewood Cliffs, N.J.: Prentice-Hall.
Simpson, E.J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House.
Bloom, B.S., (Ed). (1956). Toxonomy of educational objectives: The Classification of education goals: Handbook I, cognitive domain. New York, N.Y.: Longman.