本研究以許家驊發展之多階段動態評量模式為基礎，結合國小一年級單步驟加減法數學文字題單元教學的實施來進行教學評量，藉以瞭解個體的學習轉變，並說明該模式之教學應用效益。篩選後正式對象共24人，採不同處理組實驗配對設計，處理組接受中介評量程序，而參照組則給予自我練習機會。結果發現處理組的解題獲益及遷移表現顯著優於參照組，且效果值與關聯強度達大幅度水準，其中遷移表現組間變異約有9%來自於後測影響。處理組內標準群表現優於連續群，連續群非標準化中介表現又較標準化中介表現為佳，兩群透過組合指標的運用可區分出群內個體間的學習潛力。再藉由不同中介階段解題組型的診斷分析，針對個體找出相對應之各項問題，並提出處方建議。

The researcher wants to investigate the feasibility and effectiveness of Multi-Stage Dynamic Assessment (MSDA) model be applied to mathematics problem solving teaching for first graders on present curriculum. It has taken the between paired grouping experimental design to proceed study. The screened sample is 24 by pre-testing, and paired 12 to each group. One group is mediated by multi session dynamic assessment, the other take self-practice. Then two groups accept post and transfer testing. Next the data are analyzed by adequate statistical methods. The simple gain scores and transfer testing performance of treatment group are better than counterpart significantly, and transfer performance is also affected by post-testing. The effectiveness of cumulative facilitation, potential discrimination, deficiency diagnosis and prescription for multi session dynamic assessment are found in treatment group.