測量通識教育成果是件困難卻必要的事，因各大學推動通識教育重點不一，僅能選取核心部分予以評量。 本研究檢視國內外15種有關通識核心素養評量工具及三份研究論述，訪談46名、調查169名中華民國通識教育學會理事長、一般大學學者、科技大學學者、政府部門人員、企業界或社會團體主管及大學畢業兩年內校友以了解各界對通識核心素養的意義、架構及內涵，並召開焦點座談以建構「大學生通識核心素養量表」之量表架構。 依據量表架構彙整訪談、問卷調查結果，形成124題的預試題本；預試1,180名有效樣本，題目分析後確定正式題本。 本量表旨在協助受試者（大一至大四學生）了解自我在自我發展與品格、人文與科學素養及人際互動等三個領域，以及在自我發展、倫理道德、公民素養、人文素養、科學素養、跨領域素養、人際溝通、團隊合作等八項分量表的狀況，每個分量表均有八題。另提供兩題作偽指標，以了解學生作答的誠實程度。

To measure the results of general education is difficult, but necessary. As the focus of universities varies when they promote general education, only the core parts of general education were selected for this study and measured. This study reviewed 15 domestic and international assessment tools related to general core literacy and 3 pieces of research, as well as interviewed 46 and surveyed 169 participants consisting of the chairman of Chinese Association for General Education, scholars from general universities, scholars from universities of science and technology, personnel from government departments and industries, executives of social groups and alumni of universities who have graduated within the last 2 years, to see how they perceive the meaning, framework and content of general core literacy. A focus conference was also held to develop a framework for the compilation of "General Core Literacy Inventory for College Students." The results of interviews and surveys conducted based on the framework for the inventory constituted the 124 pretest questions. 1180 valid samples were taken from those who took the pretest. An analysis of these samples will be conducted to identify questions to be used in the formal test. This inventory aims to help those tested (undergraduate students) understand the role of self in three fields: self-development and conduct, humanistic and scientific literacy, and interpersonal interaction. There are also 8 sub-inventories in the fields of self-development, ethics and morality, civic literacy, humanistic literacy, scientific literacy, interdisciplinary literacy, interpersonal communication and teamwork. Each sub-inventory has 8 questions. Another 2 questions are used as pseudo indices in these sub-inventories to test students' honesty when they answer the questions.