隨著國内中學歷史課程綱要強調「歷史思維（historical thinking)」的重要性，國中基本 學力測驗與高中升大學的學科能力測驗與指定科目考試均宣稱測驗目標配合課程綱要中所強 調的能力。然而，卻很少有人去分析這些宣稱檢測歷史思維能力的題目是否真的名符其實。 目前，國内的歷史考試真的能夠檢測學生的歷史思維嗎？
研究主要探討學生在面對選擇題與非選擇題不同測驗題型時的表現有何異同。研究結果 發現在測驗較基礎的歷史思維時，學生在選擇題與非選擇題的表現沒有明顯差異，但在測驗 較進階的歷史思維時的表現卻相差懸殊。本文結論建議依據測驗目標來決定歷史測驗題型會 是一個較折衷的作法，過份重視公平性而只採用選擇題，或只重視效度而全改用非選擇題命 題的兩種極端都有其缺失。

In recent years, the national history curriculum emphasized the importance of historical thinking. All of the national examinations claim that they test the ability in the national curriculum. However, can these history exams assess historical thinking?
The aim of this study was to examine how students react to different types of history questions such as multiple-choice questions and essay questions. The results showed that there was no distinguished difference between students’ responses to multiple-choice questions and essay questions when they were assessed about basic historical thinking. On the other hand, there was an eminent difference when students were assessed about higher-level historical thinking. The findings suggested that the best way to make decisions about the type of exam questions is based on its assessment targets.