遺傳學在現代生命科學領域中，佔有重要的地位，包涵許多瞭解微觀生命世界所需的基礎核心概念，是發展諸多生物科技技術必須掌握的關鍵知識。而對於遺傳學知識的理解，牽涉較為複雜的知識建構過程，需要學習者對於學習過程中所存在的闕漏、誤解、混淆等有一定的自察能力，若無法融會貫通，則容易淪為停留在短期記憶的無效學習。
本研究以高中生物科遺傳學單元的內容為例，旨在透過測驗試題之模式設計，建立一套具有「自調式學習」效果的電子化測驗試卷。試卷設計的步驟包括解構高中生物遺傳學單元課程中的概念知識、提取出關鍵名詞，建立出以主題概念為知識結構的試卷輪廓。接著，進行測驗試題的蒐集、標籤、分級與改寫，以建立試題資料庫。最後，將試題以概念拼圖和知識節點的形式進行串聯，並加入學習引導的內容，將作答順序與引導步驟設計在試卷的跳接題邏輯之中。
該份測驗通過電子化問卷的方式進行，公開招募桃竹地區的22位受試者，包含研究所11位、大學部10位、高中3位之在學學生，期中20位為非生醫領域相關科系；測後也輔以半結構性的深度訪談，以瞭解作答邏輯的合理性與對學習引導的效果。本研究嘗試從知識概念拼圖、試題難易分級、作答跳接邏輯、即時學習指引、測驗數據分析等多個角度進行探究，期望拓展試題與學習者之間的關係，把自調節式的學習歷程跟學習工具的結構進行結合，成為具有自調節式學習效果的電子化測驗試題，以引導學習者發現自己的認知破口、提供「自察」的方向，解除學習障礙，達到課程的學習目標。
研究結果發現，本測驗模式具有學習引導的效果，包含有效偵錯以及有效的概念學習。其中，前端基礎概念以及後端實驗應用、運算之表現效果皆良好，但對於遺傳法則的理論學習則表現效果較弱。本研究的主要貢獻在於，建立一種新的「自調式測驗」模式，讓測驗具有即時回饋、引導學習，啟動自調節學習行動、引發學習策略運用的效果。

Genetics plays an important role in the field of modern life sciences. It contains many basic concepts in the microscopic world of life for us to understand. It is the key knowledge that must be mastered to promote biotechnology development. Understanding knowledge of Genetics involves a complex process of knowledge construction. Learners need to have the ability to detect learning problems, including concept gaps, misunderstandings, confusions, etc. If we could not thoroughly master different concepts and apply them appropriately, it will easily become invalid learning for short-term memory.
In this study, the content of high school Biology Genetics unit, for example, it aims to create a set of electronic test with the effect of self-regulated learning through the design of test questions. The steps of test design include deconstructing the conceptual knowledge in the high school Biology Genetics unit, extracting key terms, and sketching the outline of the test using key concepts as the knowledge structure. Then collect, tag, rating, and rewrite test questions to establish an item bank. Finally, the test questions are connected in the form of concept puzzles and a series of knowledge nodes. The content of learning guidance is added into the test in which the jump logic is designed according to the answer sequence and guidance steps.
The test was conducted through an electronic questionnaire, and 22 subjects from the were openly recruited in Hsinchu and Taoyuan, including 11 graduate students, 10 undergraduate students, and 3 high school students, of which 20 do not study in the biology nor biomedical fields. Related departments. After the test, a semi-structured in-depth interview is supplemented to understand the rationality of the answer logic and the effect of learning guidance.
This research attempts to explore from multiple perspectives such as knowledge concept puzzles, difficulty grading of test questions, jump logic in answering, real-time learning guidance, test data analysis, and so on. It is hoped to expand the relationship between test questions and learners, combine the self-regulated learning process with the structure of learning tools, and become an electronic test with self-regulated learning effects. It is expected that this test mode can guide learners to discover their concept gaps. It can help learners to do self-debug and remove learning obstacles, master the content of each knowledge node in the learning unit, and finally establish a complete knowledge structure to achieve the learning objectives of the course.
The results found that this test mode played a role of learning guidance, including effective error detection and effective concept learning. Among all thematic concepts, the learning guidance effect on the test question of basic concepts, experiment applications, and probability calculations is well. However, the learning guidance effect on the theoretical study of the genetic law is less effective.
The main contribution of this research lies in the establishment of a new "self-regulated test" mode, which allows the test to have instant feedback and learning guidance. It achieves the effect of making learners start self-adjusting learning actions and trigger the use of learning strategies.

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