本研究目的，乃運用試題反應理論中最大測驗訊息量的概念於精熟標準設定上作為探討的主軸，透過其歷史的演進與發展，衍生出詮釋本研究最大測驗訊息量法的三個概念，分別為：元素的搭配組合與調整、廣義測驗建構流程、多元效度等，並以此概念賦予解釋運用最大測驗訊息量於精熟標準設定時的合理性與連性。同時，確立最大測驗訊息量法於公式意涵、試題選擇與統計考驗力面向的合理性，建立其在精熟標準上的理論基礎，接續，再輔以精熟/未精熟者分類一致性度值，以其提供多元效度證據。而在分類的度指標上，顯示由最大測驗訊息量法求得精熟標準，經交叉驗證後，大致可獲得滿意的結果，分有高達九成以上的精確分類水準，時，藉由區間的概念能充分顯現出，以最大測驗訊息量法求得之標準，可作為專家進行精熟標準參考點判斷的優勢。整體而言，而為一種值得參照的精熟標準設定方法。

The purpose of this study is to adopt the concepts of IRF maximum test information to standard setting. At first, we are trying to discover three facets of interpretation in using the maximum test information to standard setting though the historical movement of standard setting. The three facets are component combination and adjustment, generalized test construction processes, and multiple validities. Based on these three concepts, we can easily explain the reasonableness and appropriateness of maximum test information approach. After that, we further investigate the reasonableness from the dimensions of definition of formula, item selections, and statistical power to establish the basic theory of the maximum test information approach in standard setting. In addition, we also examine the effects of exact the effects of exact classification of mastery/non-mastery based on the maximum test information approach, which is expecting to provide multiple evidences for validity. After analysis, the effect of exact classification of mastery/ non-mastery may come to satisfying result. We may have at least 90% exact classification performance. At the same time, we also find that the mastery standard deriving from the maximum test information approach may have some advantages for a reference point on the confidence interval. In sum, the maximum test information approach is a good method for standard setting.