課程、教學、評量三者密切相關，若期望教學能夠真正活化，就必須落實做好多元評 量。本文從評量的基本覿念與現狀《起，進一步瞭解多元評量憑藉的理撿：多元智慧理論與 建搆主義學習理論，也解析徤康教育需關注的基礎理念：課程網要、能力指標與多層次教學 目標概念。當教師能触合多元評量的内涵與特色後，才能善用不同類型的評量貫徹多元評量 的理念。在本文中利用徤康教育的涊知、情意、技能、行為四方面桊出教學及評量實例，期 望可以提供現場教師作為操作徤康教育多元評量的良好基礎與示範•

Curriculum, teaching, assessment is closely related. If we expect that teaching will be activation，multiple assessments must be implemented. This essay try to start from the basic concept and present situation, try to understand the theory about multiple assessments: Including the theory of multiple intelligences and constructivist learning theory, meanwhile It will resolve the basic concept of health education also, including: syllabuses, capacity indicators and the target concept of multi-level teaching. Only when teachers can merge those connotations and characteristics of multiple assessments, they will make good use those different types of assessment and to implement the concept of multiple assessments. This will provide an actual example of cognition, affection, skills and behavior of teaching and assessment. I hope this essay can provide a good foundation and a pattern in health education multiple assessments for in-service teachers.