本研究旨在以次序型選擇題編製能有效測量學生面積概念發展層次之評量工具，且使用有序分區模型來評估測驗的品質，並應用此題型來偵測四年級與六年級學生面積概念發展情形。研究結果顯示：以Cronbach α係數計算測驗題目內部一致性，在對錯計分與部分計分之測驗信度中，以部分計分之測驗信度較好，其值為0.833，顯示本測驗具有良好之信度。驗證性因素分析結果中顯示，四因素模型之模式適配度較二階四因素模型及二因素模型佳。本研究之試題難度介於0.332~0.842之間，平均難度為0.571，顯示本測驗難度對四年級及六年級學生來說是適中。而鑑別度介於0.281~0.746之間，平均鑑別度為0.503，顯示本測驗鑑別度對四年級及六年級學生來說是優良。四年級與六年級的學生不論在面積保留概念、面積測量概念－疊製法、面積測量概念－單位測量法、面積測量概念-直線測量法均有顯著差異。

This study aims to design a valid assessment tool with ordered multiple-choice items. We used an order partition model to assess test quality, and then applied this model to investigate the development of area conceptualization among fourth and sixth grade students. The results are as follows: Comparing the reliability of binary scoring test with that of polytomous scoring test, the Cronbach α coefficient indicates higher internal consistency reliability (0.833) on polytomous scoring. Also, the confirmatory factor analysis shows that the model-fit of the items designed in the study four-factor model is better than the two-level four-factor and two-factor model. The difficulty level of ranges from 0.332 to 0.842 (mean = 0.571), indicating that this test is at moderate level for the fourth graders and sixth graders. The discrimination level of the items ranges from 0.281 to 0.746 (mean = 0.503), suggesting the great discrimination for the fourth-grade and sixth-grade students. Comparing the four sub-concepts of area conceptualization, the concepts of the area conservation, the area stack method, unit area measurement and linear area measurement all showed significant developmental differences between the fourth-grade and sixth-grade students.