本研究係以「學生學習成果本位評估模式」實踐課程之行動研究，探究的課程為嬰幼兒 營養與膳食，課程欲實施的對象為專校幼保科三年級修習本課程的104 名學生，探究時間為 105 學年第一學期18 週。研究中實踐了行動研究的四步驟與「學生學習本位評估表」的七個 階段：（1）起始點：在準備階段以評估模式內涵，規劃符應系科核心能力之教學計畫； （2）釐清情境：按教學內容設計各單元之學習成果評估表，並選擇適當的教學取向與評量方 法；（3）發展行動策略並放入實踐：發布評估訊息，執行教學與動態微調各評估表；（4）省 思公開與再計畫：收集學生多元的學習證據。課後教師進行學習證據的分析，分析結果發現 成果（一）90%在C 級，成果（二）50%能到B 級含以上，成果（三）66%能到B 級含以上， 成果（四）已有88%能到B 級含以上，成果（五）期末報告難度較高也有72%能到B 級含以 上，甚至有四個組別可到達A 級的高水準。研究最終再依據學習證據的結果，重新修正成果 與準則，以改善未來的課程與教學。針對本研究結果，茲對重要關係人包括教師、學生及系 科提出具體建議。

The study aims to use students' learning outcomes-based Assessment Model for practical course of action research. Subjects are 104 students who took Nutrition in Infancy and Childhood Course and are 3rd grade of Junior College. The process of this study period was 18 weeks. It conducted four steps of action research: (1) The starting point: Using Students’ Learning Outcomes-based Assessment Model to plan the core competencies for correspond with faculties teaching program; (2) To clarify the situation: Each unit of study was designed according to the course schedule results-based evaluation form; (3) The aspect of the development of action strategies and put into practice: Releases assessment message for the implementation of the evaluation form of teaching and dynamic fine-tuning the results; (4)Reflections on open and re-plan: Collect students’ learning evidences. The result of this study are summarized as following: as to result of (one), 90% of students reached C grade; as to result of (two), 50% of students reached B grade or above; as to the result of (three), 66% of students reached grade B or above; as to the result of (four), 88% of students reached grade B or above; as to the result of (five), 72% of students reached grade B or above even though the final report is difficult. Finally the outcome of this study provides concrete suggestions for key interested parties including teachers, students and department.