本研究之目的主要為探討將評量即學習融入防災教育對六年級學生防災知識和單詞識別的影響。因此以研究者所工作之國小二十五位六年級學生為研究對象，接受為期五週的防災教育課程。為回答研究問題，研究者蒐集了前測和後測的資料以及質性資料，如自我評量表、同儕評量表、導師觀察表、教學反思日記。
該研究獲得以下主要發現: 首先，研究結果表明，將學習即評量融入防災教育可以提高六年級學生的防災知識和單詞識別能力。手作活動如模擬活動、分類游戲以及自評表同儕互評表幫助學生習得防災知識。另外，科技輔助學習，包含Wordwall 和Quizlet 幫助學生識別目標詞彙的口語形式、單詞形式和含義。然而，研究者也討論了教師在整合防災教育方面面臨的挑戰，利用符合學生英語能力的詞彙及圖片加上合作學習，幫助不同程度的學生學習防災知識與詞彙。最後根據研究結果，研究者提出本研究的貢獻、研究限制以及對未來相關研究提出建議。

The purpose of this study was to explore the influence of the integration of assessment as learning into disaster prevention education on sixth graders’ disaster prevention knowledge and word recognition. The participants were 25 sixth-graders who received the disaster prevention education for five weeks. To address the research
questions, qualitative data (self- and peer evaluation forms, observations, and reflection notes) and a pre-test and a post-test were collected.
The study had the following major findings. First, the findings showed that the integration assessment as learning into disaster prevention education increased sixgraders’ disaster prevention knowledge and word recognition. Hands-on activities(simulation activity, sorting games) and self- and peer evaluation forms increased students’ disaster prevention knowledge. Technology-assisted language learning (Wordwall, Quizlet) helped students recognize the spoken forms and word forms and meanings of the target vocabulary. However, the challenge faced by the instructor in integrating the disaster prevention education was also discussed. Using cooperative learning and explaining the concepts with pictures and words catering to the students’ English proficiency level can help students of different levels to learn disaster prevention knowledge and word recognition. Finally, the significance of this study, limitations, and issues for further studies were provided.

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