許多學者都強調在身體活動中促進青少年利社會行為的課程模式對發展個人和社會責任 具正向效果，但目前國內以責任為本位的教學策略尚欠缺觀察與測量之工具。本研究簡要介 紹由Wright 與Craig 於2011 年設計之責任本位教育評估工具（Tool for Assessing Responsibility-Based Education，簡稱TARE）的發展歷程，TARE 經過足夠的信、效度考驗後， 證實在體育中運用觀察者的角度來記錄描述以責任為本位的教學是可行的，和個人與社會責 任模式（TPSR），以及美國的體育運動協會（NASPE）的第五項學校體育目標密切契合，皆 可持續進行相關的研究及教學應用；同時，對我國未來在運動情境及教學領域運用此責任本 位教育評估工具進行相關研究的部分亦提供參考建議。

Numerous scholars have emphasized the promotion of physical activity in adolescents’ pro-social behavior curriculum model for developing personal and social responsibility with a positive effect, but the responsibility-based teaching strategies currently still lack for observation and measurement instruments. The development process of Tool for Assessing Responsibility- Based Education (TARE) (Wright & Craig, 2011) is described here, and the tool through adequate reliability and validity tested and confirmed in physical education perspective of the observers to record with responsibility-based teaching is feasible. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003a) and the national content standards for K-12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004). Related research and teaching applications can be sustainable advanced; furthermore, comments on using TARE for future domestic research are also provided.