本研究旨在探討運用融入式評量對九年級學生理化之學習成效，並分析在實施過程中，使用融入式評量，教師如何診斷學生之學習困難，並改變教學策略，以提升學生之概念理解。本研究之對象為研究者任教之四個班級的學生，其中兩個班級為實驗組，實施融入式評量，透過學生的回饋資料，教師進行分析之後，依據分析結果來修正教學活動，並於課堂中或下次課堂上，針對學生之學習困難處，重新講解及帶入活動，加深學生科學概念的學習；另兩個班級為對照組，實施傳統式教學與評量。實施約八周的時間，教授內容為電學與磁學，研究者欲利用準實驗研究法，探討實驗組與對照組兩者之學習成效及科學概念前後測之間是否有顯著差異，以及說明融入式評量單之設計與評分方式。
研究結果顯示，實施融入式評量之學生在段考及科學概念前後測在實施融入式評量之後，都有顯著差異存在，更能讓教師快速診斷學生之學習困難處，藉以修正教學方式，達到科學理解。

This study aims to evaluate the impacts of applying embedded assessments on ninth-grade students’ learning of physical science. By exploring the implementation process of embedded assessments, teachers can learn how to diagnose students' learning difficulties. This study adopted a quasi-experimental research method and the subjects of this study were 140 ninth graders from the junior high school that the researcher works as a teacher in Taipei. There were four classes in total, two of the classes as the experimental group (69 students). By preliminarily analyzing the feedback data from the embedded assessment, the teacher enacted modified teaching activities right away or in the next period. The teacher re-explained and brought in activities to enhance students' learning for science concepts. The other two classes in the control group (71 students) were taught by applying conventional teaching methods and assessments. Teaching activities of this study were carried out in eight weeks and the content was electrical and magnetic physics.
Data analysis results indicate that there are significant differences between the assessments before and after the implementation of embedded assessment in the monthly examinations and science concepts tests. The results show that applying embedded assessment is more effective in enhancing students in learning physical science than the conventional teaching and assessment. The implementation of embedded assessment also allows teachers to rapidly diagnose student's learning difficulties and to revise teaching methods in order to achieve effective scientific understanding.

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