香港推行课程改革已多年,香港教育局提倡的“评核促进学习”(assessment for learning)的理念成为学校评核活动的指导思想,无论校内测验及考试,还是公开考试的评核方法及模式,都深受影响。过去,评估一个学生完成中小学教育的学习表现乃根据学生在指定试场及时段的公开考试的成绩而论。时至今天,“一试定生死”已成为历史口号,公开考试的试场亦已扩展至任何一所学校,考试时段亦已散布在学习过程中的任何时候,因此,评核活动变得非常重要。评核活动可以以不同形式或模式进行,亦可在不同时候施行,其中最常见、亦最普遍的莫过于学校的测验及考试。与此同时,作为反馈学与教的标准化统一测验亦不断出现,于是要求统一化、公平公正、减少教师评分差异等议题,便更不容忽视。本文将对如何编制一个科学化、合乎客观标准、符合统一化及公平公正的原则的测验、考试进行探讨。 Hong Kong curriculum reform for many years, the Hong Kong Education Bureau advocated “assessment for learning ” (assessment for learning) concept has become the guiding ideology of school assessment activities, methods of assessment tests and examinations regardless of school or public examinations and Mode, are deeply affected. In the past, assessing the performance of a student’s completion of primary and secondary education was based on the students’ performance in open exams at designated examinations and time slots. To date, the testament to life and death has become a historical slogan. The public examinations have also been extended to any school. Examination sessions have also been scattered at any time during the learning process. As a result, appraisal activities have become Very important. Assessment activities can take different forms or modes and can be conducted at different times. The most common and most prevalent are the school tests and examinations. At the same time, the standardized standardized tests of feedback learning and teaching have also appeared constantly. Therefore, the issues of unification, fairness and justice, and reduction of differences in teachers’ ratings should not be overlooked. This article will explore how to prepare a scientific, objective criteria, in line with the principle of unification and fairness and justice test.