臺灣學生學習成就評量2009年（TASA 2009）國小六年級英語科，依據基礎、精熟、進階等表現標準描述，以Yes/No Angoff標準設定法，找出對應之決斷分數，以了解學生表現情形。本研究旨在依據Kane（1994）與Pitoniak（2003）所提出的過程、內部、外部等多元效度證據的觀點，評估TASA 2009英語科標準設定流程的嚴謹性與效度。研究結果顯示，整個流程在過程、內部效度的表現良好，外部效度若持續蒐集證據則更好，研究者並提出數項建議，供未來標準設定之參考。

To understand students’ achievement, cut scores based on performance level descriptions were set for 2009 grade 6 Taiwan Assessment of Student Achievement English test using Yes/No Angoff procedure. The purpose of this article was to evaluate the Yes/No Angoff procedure based on the three validity elements proposed by Kane (1994) and Pitoniak (2003): procedural, internal and external evidences. The results indicated that Yes/No Angoff procedure have satisfactory procedural and internal evidence of validity. However, the external validity needed to be further investigated. Implications of the findings and suggestions for future research were also addressed.