本研究主要目的在運用以教室教學表現為基礎的評量策略，以及收集實習教師專業成長的歷程檔案評量策略來引導實習教師在實習期間的學習。因此，本研究以質的研究為主、量化統計數據為輔，採用問卷調查、座談會、觀察及訪談等方法收集資料，以了解哪些是實習教師在教室教學時或準備歷程檔案時，所應該以及所能表現的項目。並試著去實地觀察十三位實習教師教室教學表現、以及收集實習教師的歷程檔案資料，以探究這兩種評量策略是否能評量實習教師的專業能力與促進專業成長，以及這兩種評量策略的實施情況、困難與施行限制。而研究結果，發現適合實習教師的教室教學表現評量與歷程檔案評量的評量項目，其中教室教學表現評量項目包括「教師的教學準備」、「教師如何營造學習環境」、「教師如何引導學生學習」，以及「教師的專業素養」等四大類，各部分分別有4-5項的評量項目；而歷程檔案評量項目則包括了「教學能力方面」、「班級經營方面」、「如何評量學生的學習」、「教師的專業素養」等四個部分，各部分亦分別有4-5項的評量項目。而且，也由於此兩種評量的評量項目明確，所以有助於引導實習教師在教室教學能力與反省思考能力方面的成長。

The major purpose of this study was to use the performance-based assessment and the portfolio assessment which gathered the data of the intern's professional growth. Therefore, the main method of this study was to qualitatively gather data through observation, interviews, and taking place symposiums; and the minor one was to quantitatively administer a questionnaire. These methods were to investigate which assessment items were what the interns should and could do when they prepared for teaching or making their personal portfolios. Besides, thirteen interns' teaching was observed, and their portfolios were gathering in this study in order to explore whether these two assessments could assess the interns' professional skills and promote their professional growth, and meantime explore the practical conditions, difficulties and limitations while these two assessments actually conducted. The result manifested the items of the performance assessment and the portfolio assessment: the performance assessment includes four parts--"teacher's teaching preparation", " how the teacher create the learning environment", "how the teacher guide student learning", and the "teacher professionalism" the items of the portfolio assessment also includes four parts-- "teaching skills", "classroom management", "how to assess student learning, and the "teacher professionalism" and there are four to five assessment items in each part. Besides, because of the explicit assessment items of the two assessments, the assessments were helpful to guide the interns' growth in teaching and reflective thinking.

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