本研究試圖以一種新的評量方式--- 知識結構評量，探索32名國小學生在垃圾分類領域知識之學習成果評量的可行性。研究結果雖然未獲得充份且一致肯定的證據支持，但卻有四點結論與涵義提出：（1）範圍狹小的領域知識容易達成精熟的學習、（2）知識結構圖適合作為表徵與區別團體成就差異的指標、（3）知識結構評量可提供另類涵義除隱含對未來另類教學評量的可能契機外，並引發一些待答的爭議問題，值得後續研究繼續探討。

This study is to explore the possibility of an alternative assessment, knowledge structure assessment, on 32 elementary school children’s domain-specific knowledge about garbage disposal. Although conclusions are not supported by the final findings, there are some implications for future educational assessment and applications, and several further problems are discussed and proposed.