本研究目的在發展一套標準化手語能力理解測驗，以了解臺灣手語使用者的 手語能力分布，作為教學與研究的重要工具。透過分析國內外文獻、專家團體討 論，擬訂了本測驗的架構，再依此架構設計測驗題目、選項，並經過多次預詴、 討論與修正，發展出電腦化施測與計分的臺灣手語理解能力標準化測驗，再經由 預詴結果的項目分析，選出鑑別力與難度較佳的題目，作為正式測驗。此測驗經 專家評量詴題適當性後，計算內容效度係數，於正式施測後建立內部一致性信 度、重測信度、建構效度等心理計量指標。本測驗並提供青少年組及聾成人組的 常模，其主要具體結果為：一、臺灣手語理解能力標準化測驗的架構包括詞彙理 解、句法理解及故事理解等三個分測驗，各有50、50 及六個題目。二、臺灣手語 理解能力標準化測驗施測的方式是以個別且電腦化的方式進行，可以快速客觀計 分，並立即將結果回饋給受測者，有助於教學與研究的進行。施測的過程不需依 賴中文閱讀能力及記憶能力。三、詞彙與句法理解分測驗的難度偏易，故事理解 分測驗略難。三個分測驗具有優良的鑑別力，故事理解分測驗的鑑別力已達特別 優良的程度。四、本測驗具有良好的內部一致性信度與重測信度。除了具備內容 效度外，也具備良好的建構效度。本測驗的測驗架構符合驗證性因素分析的評鑑 指標，而且能有效區分不同群體的手語理解能力。五、本測驗提供聾學生組、聾 成人組兩個群體的常模對照表。

The purpose of this study was to develop the first standardized Taiwanese Sign Language (TSL) Comprehension Test (TSLCT). This test can measure the TSL comprehension ability of Taiwanese signers, which is crucial for teaching and research. Methods: Through literature analysis, expert group discussions, and several pilot tests, the framework and items of the standardized TSLCT were developed. An item analysis was conducted with 30 participants to reduce the number of items by considering discriminating power, item difficulty, and internal consistency reliability. Subsequently, the Aiken content validity coefficient was calculated through expert assessment, and the standardized TSLCT was subjected to psychometric testing with 161 participants, which entailed analyzing internal consistency reliability, test–retest reliability, and construct validity. Finally, normative data were collected by testing a normative sample of 161 deaf students and deaf adults. Results/Findings: A description of the standardized TSLCT is as follows. 1. The standardized TSLCT comprises Vocabulary, Syntax, and Story Comprehension subtests. The Vocabulary and Syntax Comprehension subtests each contain 50 items, and the Story Comprehension subtest contains six items. 2. The standardized TSLCT is entirely computerized. Participants receive an objective score immediately after taking the test. Chinese reading ability and memory capacity are not required to complete the test. 3. The Vocabulary and Syntax Comprehension subtests are less difficult than the Story Comprehension subtest. All three subtests were found to discriminate effectively among various abilities, and the Story Comprehension subtest demonstrated particularly effective discriminating power. 4. The standardized TSLCT was determined to have satisfactory internal consistency and test–retest reliability as well as content and construct validity. The framework of the standardized TSLCT was evaluated effectively through confirmatory factor analysis by using structural equation modeling. The standardized TSLCT can adequately discriminate the ability of various groups. The participants whose parents were deaf received higher scores than those whose parents were hearing. The deaf adults who graduated from deaf schools received higher scores than those of the deaf students. 5. The standardized TSLCT provides norms for deaf students and deaf adults. Conclusions/Implications: According to the results, the authors suggest that teachers of deaf students adopt the standardized TSLCT to evaluate the TSL ability of deaf students. Teachers should recognize the learning difficulty of students whose scores are lower than the percentile rank 16 or minus one standard deviation and attempt to enhance these students’ sign language ability. The authors suggest that the length of the TSLCT be adjusted to enable the exam to be administered in 45 minutes. Recommendations for future studies are discussed in the current article.