本研究旨在發展國小實施學習共同體品質評估量表，透過文獻探討瞭解國內外有關學習 共同體的理論與實務，以建立構念和發展題項，藉由專家審查內容效度與項目分析進行 題項的修正、篩選與確認，建立初步的量表結構與測量題項。本研究以105 學年度已實 施學習共同體三年以上的學校教師為施測對象，有效問卷共410 份，首先運用探索性因 素分析以純化測量工具；其次，採驗證性因素分析進行競爭模式的比較以選擇最簡效模 式，繼而進行該模式的信效度檢定。研究結果發現，總量表整體模式適配度評估皆符合 統計考驗，並具有二階層模式的因素結構，分為校長學習領導、教師教學實踐、家長認 同支持及學生學習表現四個分量表。最後，依據研究結果提供國小與後續研究具體建議。

The main purpose of this study was to develop an assessment scale for the quality of implementing learning communities in elementary schools. According to a literature review of research studies on the theory and practice of learning community, the constructs and measuring items of the assessment scale were developed. After establishing expert validity and carrying out a series of item analysis regarding the modification, selection, and confirmation of assessment items, the factor structure and items of the preliminary scale were established. A group of teachers from 42 elementary schools, which have implemented school-based learning communities for at least 3 years by the school year of 2016, participated in this study. Using data collected from 410 valid samples, exploratory factor analysis was first conducted to purify the dimensions of the questionnaire, and confirmatory factor analysis was employed to choose the most parsimonious model by comparison of the goodness of fit among competing models. Subsequently, the reliability and validity of the assessment scale were tested, the results showed that the two-level hierarchical factor structure of the scale was verified, and its goodness-of-fitness conformed to the standard. The 63 items were divided into four subscales, including principal leadership for learning, teachers’ teaching practices, parent supports, and student learning achievements. Finally, suggestions for elementary schools and future research studies were offered.