本研究旨在瞭解原住民國小學童於「新編中華智力量表」的作答表現及探討「動態評量」實施的成效。研究設計採用「前一後測等組設計」，以就讀台北縣鳥來國小及台北市東新國小的四年級學童26名（平地組13名，山地組13名）為研究對象，研究工具包括：「新編中華智力量表（乙式）」及自編的「動態評量訓練教材」、「動態評量觀察記錄紙」。施測所得的資料，以獨立樣本t考驗及共變量分析加以處理。
根據研究結果，本研究的主要發現如下—
一、在標準化前測部分：
(1)原住民學童在智力商數及圖形統合、視覺搜尋、邏輯推理、數學推理、語文關係五個分測驗的得分顯著低於常模；而在視覺記憶、語詞記憶、圖形推理三個分測驗的得分與常模未有顯著差異。
(2)「不同居住地區」、「不同性別」原住民學童在智力商數及八個分測驗的得分方面，未有顯著差異。
二、內在能力組型方面：
(1)原住民學童在視覺（圖形／空間）及聽覺（語文）的基本心智功能較佳，尤以「視覺記憶」能力為甚；在圖形／空間的推理能力亦佳。但在語文的關係理解、推理能力及數學運算方面的推理能力較弱。
(2)而「不同居住地區」、「不同性別」原住民學童的內在能力組型不盡相同。
三、動態評量後測部分：
(1)在智力商數後測得分方面，「實驗組」顯著優於「控制組」；將近半數的實驗組受試在智力商數後測得分上，進步達一個標準差以上。
(2)在實施動態評量的五個分測驗方面，「實驗組」與「控制組」的後測得分未有顯著差異。
(3)各個分測驗動態評量的實施，能使大部分的原住民學童在後測得分上獲有進步；但由於受試之間的個別差異過大，致使「實驗組」與「控制組」的後測得分未有顯著差異。然而實驗組受試分別於不同分測驗動態評量教學中獲益的情形，對智力商數形成顯著的影響。

This study investigated the performance of Taiwan aboriginal chidlren in the New Chinese Intelligence Scale and the effect of application of dynamic assessment procedures.
An pretest-posttest equivalent design was employed to examine the effects of the dynamic assessment procedures. The subjects of this study involved twenty-six grade 4 aboriginal children in Taiwan, R.O.C.from two district ethnic groups: 13 mountain aborigines and 13 urban aborigines. The New Chinese Intelligence Scale, dynamic assessment training materials, and assessment manual were used for assessing and training purposes. The data analyzed by using t-test and ANCOVA.
The major findings of this study were as follows:
I. In the pre-test which use a standardized procedure
(1)There were significant differences in the scores of full IQ and the five subtests which were Figure Assembly, Visual Search, Logical Reasoning, Arithmetic Reasoning and Verbal Relation between the aboriginal and the norm. But no significant differences in the scores of the following subtests: Visual Memory, Vocabulary Memory, and Figural Progressive Matrix.
(2)There were no significant differences in full IQ and the eight subtests scores between the districts and between the gender.
II. In the intra-individual ability pattern analysis
(1)The basic mental function in both visual and auditory dimensions, especially visual search ability and The figure/spatial. reasoning are better than the abilities of concept comprehension, verbal reasoning and arithmetic reasoning.
(2)The intra-individual ability pattern were quite varied between different districts and between the gender.
III. In the post-test which use a dynamic assessment procedure
(1)There were significant differences in full IQ between the experiment group and the control group. Half of the subjects of the former group had a improvement of a full standard deviation difference.
(2)There were no significant differences in the following subtests: Visual Search, Verbal Relation, Figure Assembly, Logical Reasoning and Figural Progressive Matrix.
(3)The application of dynamic assessment produced a substantial improvement in IQ score, but the individual differences were quite large, thus no significant differences in the five subtests scores.