本文旨在分析我國教育實習評量問題，釐清標準本位師資培育政策的理念下，我國教育實習評量應朝向認知取向典範，進而規劃教育實習評量系統。為達上述目的，本文建立以典範為依據的比較架構，蒐集歷史文件、文獻以及相關研究結果，首先分析我國教育實習的目的與功能，進而釐清現行教育實習評量問題，並確認教育實習的詮釋問題。其次，在標準本位師資培育政策下，本文以情境學習觀點分析教育實習評量應是認知取向為主的表現評量典範。再者，本文從美國經驗探求表現評量模式、類型、方法與工具，配合我國法令之規範，規劃我國教育實習評量項目與系統。最後，本文在以表現評量作為評估實習學生真實能力之典範，提出支持系統性運用網絡之建議。

This study analyzed the problems of educational practicum assessments in the context of standards-based teacher education policy in Taiwan to recognize the cognitive paradigm of performance-based assessment, of which a design was required for the future. To achieve the goal of this study, the comparative structure of a paradigm was established to gather documents, references, relative studies, and a comparison. First, this study found the problems, design, tool, and narrative results of an educational practicum. Second, this study clarified the paradigm of educational practicum with SBTE from the perspective of situated learning and performance assessment. Third, according to the experience of the United States, this study devised the methods and tools to reify internship learning in actual schools. Finally, in accordance with SBTE, we drafted a system of educational practicum assessment and proposed suggestions to support the network of conducting internships for performance assessments.