本研究以許家驊發展之多階段動態評量模式為基礎，結合解題與遷移鷹架中介評量的實施，來了解國小一年級學生在單步驟加減法數學文字題學習上的潛能開展延續性。篩選後正式對象共20人，採不同處理組實驗設計，處理組接受後續中介評量程序，參照組給予自我練習機會。結果發現處理組解題及遷移學習獲益表現均顯著優於參照組，且效果值與關聯強度亦達大幅水準，其中遷移前測組間變異大部份應來自於解題後測影響。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為佳，透過組合指標可區分出兩群內個體間的學習潛力。此外處理組個體的解題與遷移學習潛能間具中度正向關聯。

The researcher want to investigate the continuous developmental performance of learning potential applying Multi-Stage Dynamic Assessment (MSDA) model to single-step word problem solving for first graders. Taking the between paried grouping experimental design to proceed study. The screened samples are 20 by pre-testing, and paired 10 to each group. One group is mediated by solving and transfer multi session dynamic assessment, the other take self-practice. Then two groups accept post-testing of solving and transfer tasks. Next the data are analyzed by adequate statistical methods . The simple gain scores of solving and transfer performance of treatment group is better than counterpart significantly, and pretesting performance of transfer is affected by posttesting performance of solving. The effectiveness of cumulative facilitation, potential discrimination for multi session dynamic assessment are found in treatment group. There is positive correlation existed between solving and transfer performance within treatment group also.