本研究旨在了解國小英語教學實施多年之後，國小英語教師如何實施多元評量，藉由教室觀察、學生問卷、師生訪談等工具，了解一位國小英語教師對於多元評量的理念及其如何於實際教學過程中運用多元評量。本研究為期二個學期(約5個多月之久)，研究對象為台南市一位國小英語教師及其所任教的一班六年級學生。
　　本研究問題分為：
一、 個案學生對於其英語教師實施的評量方法有何看法與感想？
二、 個案教師實施多元評量的信念與目的？
三、 個案教師在教學過程中如何實施多元評量？
四、 個案教師在實施評量時所遭遇的困難？
研究結果如下：
一、 個案學生對於個案老師的評量方法皆能接受並持正面看法。
二、 個案老師的評量內容涵蓋對學生的語言知識與能力及其學習的情意等評量。
三、 「詢問」與「互評」為最常使用的評量方法；「觀察」與「詢問」常交錯使用已掌握學生學習狀況；「實作評量」費時費力，只做「說故事」與「角色扮演」兩種；「紙筆測驗」內容大多源自課本內容，少數為課外補充，提供中高程度學生額外練習或測驗；個案老師多用正向的口頭回饋鼓勵學生；個案老師不曾使用「檔案評量」與「自評」。
四、 個案老師實施多元評量時遭遇的困難有：缺乏專業知識、缺乏相關訓練、時間不夠、學生程度差異大。
　　總結而論，根據研究結果，相信能對教育行政機關、學校及國小英語教師有所省思，進而提供推行國小英語多元評量之參考。

　Having executed elementary school English education for seven years, the Educational
Bureau of Tainan City Government conducted an English performance test on randomly selected fifth graders across all the elementary school in the city in 2003. Outside the school environment, the General English Proficiency Test (GEPT) held by the Language Testing & Training Center (LTTC) continuously gains its popularity among parents. The purposes of this case study are to look into one elementary teacher’s practice and implementation of English assessment in her class with 37 students over five months of time. The study explores the following questions:1. What were the students' perceptions of their teacher's assessments? 2. What were the teacher's beliefs and purposes toward multiple assessments? 3. How did the teacher implement multiple assessments in her class? 4. What difficulties did the teacher encounter in the practice of multiple assessments? This case study implemented different instruments to increase the clarity and validity of the results. Field notes of the classroom observation, semi-structured questionnaires, in-depth interviews with the teacher and students, as well as audio and video recordings of the class meetings were used to paint a complete picture of the classroom situation.
　The results show that Miss Wang, the investigated subject, adopted a variety of tests to cover the students' linguistic knowledge, the four language skills, and affective assessment of students' attitude and cooperation in class. "Questioning" and "Peer assessment" were mostly used to assess students' learning. Observation and questioning were used in conjunction to check students' learning conditions. Most of her paper-and-pencil tests focused on the key words and sentence structures derived from the teaching materials. She also offered additional items in the test for the middle or high achievers. She adopted performance as a variation of her assessment methods and a chance for students to display their competence, mostly oral, learned from her class. Performance assessments, at the same time, offered a chance for the students to practice what they had learned. To consolidate the results of her observation, Miss Wang assessed students' understanding by questioning the group or an individual student. Miss Wang used verbal or nonverbal feedback to signal her approval or disapproval of students' good or bad performance in class. Her feedback was to encourage the students' continuous learning. Most of her feedback was clear and simple. One assessment that Miss Wang did not use was the ‘portfolio’. According to the students' reactions, Miss Wang managed the learning environment well and made it suitable for learning. This study also reveals some difficulties in terms of conducting multiple assessments in a regular class environment, for example, lack of relevant knowledge in conducting assessment, lack of training in assessment, insufficient time for assessing the students, and the great differences in proficiency among the students.

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