評量正處於典範轉移之中，從心理計量模式走向更寛廣的教育評量模式，從測驗和考試文化轉向評量文化。評量典範的探討，有助於我們理解各種評量實踐的背後思維，讓我們更加審慎地選擇如何發現學生知道什麼以及可以做什麼的評量方法。本文的目的在探討評量典範的轉移，重新思索評量與學習的關係，以及對教育工作者的啟示。首先，說明評量典範轉移的脈絡背景，並依序探討「心理計量典範」、「脈絡化評量典範」和「個人化評量典範」。從評量典範的轉移中，可發現評量與學習的關係愈趨密切，且有更多的交融，進而延伸闡述三種評量與學習的關係取向，分別為「對學習的評量」、「促進學習的評量」，以及「評量即學習」等。過去，在教育現場中，多將焦點放在「對學習的評量」，亦即著重學習成果的總結性評量，而今則轉為關注「促進學習的評量」，目前更強調寓評量於學習之中，提出「評量即學習」的觀點。這三種評量取向在教學中各有其地位與功能，教師如何平衡地使用，便成為一個關鍵議題。最後，本文針對評量典範轉移所帶來的衝擊與挑戰，提出一些對教育工作者的省思與啟示。

Assessment is undergoing a paradigm shift, from psychometrics to a broader model of educational assessment, from a testing and examination culture to an assessment culture. This article explores three assessment paradigms: psychometric paradigm, contextual paradigm, and personalized paradigm. Understanding different assessment paradigms can help us carefully decide how we attempt to discover what students know and we can do. Furthermore, assessment and learning are intimately intertwined and often indistinguishable from one another. Three relations between assessment and learning are discussed: “assessment of learning”, “assessment for learning”, and “assessment as learning”. These three approaches all contribute to student learning but in vastly different ways. All three assessment approaches have their place; to maintain the right balance is the key challenge. It is important to understand them all, recognize the inevitable contradictions among them, and know which one you are using and why. Finally, implication and reflection on assessment paradigms are discussed.