在本研究中，研究者轉化了一個視覺藝術的課程，以此為工具，透過教學行動帶領國小四年級一個班的學生（男生有13人，女生有13人）去探討評量規準在藝術創作上的實施情況與結果。研究發現，評量規準能促使教師和學生對於自己的角色更投入，而能創造教學的「品質」；但若能適時搭配或更換其他評量方式，則更能使師生受益。

In this study, the researcher transformed a visual art curriculum as a tool to lead a class of fourth grade students (13 boys and 13 girls) to explore the influence of assessment rubric on the implementation and outcome of artistic creation. The results were assessment rubric can promote teachers and students to devote more efforts into their roles, so “teaching quality” can be created. However, it enables teachers and students to benefi t more if other assessment methods can be collocated and replaced at the right moment.