本文旨在探討歐盟終身學習核心素養之內涵，以及探究歐盟各成員國實施的核心素養評量之類型與模式，並進一步分析歐盟在進行核心素養評量時所面臨的困難與挑戰。根據上述目的與文獻分析結果，本文首先探討歐盟八項終身學習核心素養的定義與內容，接著討論歐盟成員國所使用的四種核心素養評量類型，以及多元的核心素養評量模式，藉由各國現有和創新的評量方法，來了解取得學習者核心素養資訊的可能途徑；最後，本文將探究實施核心素養評量可能會遭遇的困難與挑戰，希冀從歐盟的經驗，提供臺灣發展核心素養評量相關政策與策略之參考。

This article aims to discuss the definition and selection of the eight key competences for lifelong learning in a European reference framework, as well as the typology and modes of assessment of key competences implemented among the EU Member States. The typology of approaches to assessment includes "assessment of cross-curricular competences explicitly," "assessment of cross-curricular competences implicitly," "assessment of subject competences," and "assessment of subject knowledge," while the modes of assessment involve multiple formative and summative assessment methods. These existing and innovative assessment methods help us gather information about learners' key competences. The paper further discusses the challenges for the implementation of assessment among the EU Member States. Finally, suggestions are provided based on the EU experiences of assessment of key competences for developing related policies and strategies in Taiwan.