近年來，世界各國十分重視工程設計，並使用工程設計專題作為課程內容之一，以藉由工程設計專題，培養學生的溝通。然而，實務上較少針對高中生發展之工程設計專題溝通表現評量工具，因此本研究旨在發展一份「高中工程設計專題溝通表現評量工具」，據此瞭解學生在工程設計專題中所展現的溝通表現。在評量工具發展的過程中，本研究將工程設計專題中的溝通表現，分為個人及團隊溝通表現，個人溝通表現包含：「組織與建立」、「溝通與用詞」、「價值與可靠性」、「聆聽及回應」，團隊溝通表現包含：「促進互動」、「建立與維持團隊合作」。本研究之研究對象為雙北地區公立完全中學之高中部一至三年級學生，採用立意取樣抽取研究樣本，有效樣本數共212份。本研究使用驗證性因素分析、獨立樣本t檢定以及變異數分析（ANOVA）檢驗研究數據，結果顯示：（1）高中工程設計專題溝通表現評量工具具有適當的信效度；（2）高中生在工程設計專題溝通表現中，輔助溝通工具及提醒進度題項量尺程度說明不易理解；（3）不同性別高中生在工程設計專題中的團隊溝通整體表現有差異，顯示本研究之評量工具應將男女性溝通風格納入考量；（4）不同類組高中生在工程設計專題中的個人與團隊溝通表現相近，顯示本研究之評量工具適用於各類組。

In recent years, countries all over the world attach great interest in engineering design, and use engineering design project as course content. Through the engineering design project, student cultivated their communication skill. However, in practice, communication performance assessment tool in engineering design project still need to be improved. Therefore, this research aims to develop a "communication performance assessment tool of engineering design project for high school students," and apply assessment tool to demonstrate students' communication performance. We summarize two items of communication performance in engineering design project: personal and team communication performance. Personal communication performance includes “Organization and Structure”, “Style and Language”, “Value and Accountability” and “Listening and Responding”; Team communication performance includes “Foster interaction” and “Establishing and Maintaining team organization”. The subjects of this study are the tenth to twelfth grades public complete secondary school students in Taipei and New Taipei City. We use intentional sampling to select research samples, and 212 valid questionnaires are obtained for further analysis. We use confirmatory factor analysis, independent sample t-test, and analysis of variance to examine research data. The following conclusion are made: (1) The assessment tool has applicable reliability and validity. (2) It is difficult for high school students to understand the communication aids and scale instructions for monitoring team progress in the communication performance of engineering design project. (3) There are differences in the overall team communication performance of different genders in high school engineering design project, indicating that the evaluation tools of this study should take male and female communication styles into consideration (4) The personal and team communication performances of different high school classification groups in engineering design project are similar, indicating that the assessment tool in this study is applicable to all classification groups.

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