因應108年實施數學素養國家政策，本研究目的為依數學素養導向，以真實評量探究國小學生在數感概念的表現。真實評量的優勢在於與生活結合的真實性。參與者為桃園縣某國小四至六年級學生，四年級93位，五年級95位， 六年級95位，共有283位學生。統計方法應用順序性邏輯相關模式進行分析； 質化方法依評分標準的四等分制進行學生解題策略分析。依順序性邏輯相關模式，四至六年級學生於題目1並未出現差異，但於題目2與題目3，四至六年級學生則出現不同的答對機率，即學生的表現依年級愈高而有較好的表現。本研究建議有三︰首先，教師應將真實的生活情境帶入數學課程，以落實數學素養的學習趨勢；其次，應考量資料特性採用適當的統計模式，如順序性邏輯相關模式分析，能推算出四至六年級學生於題目分數的比率；最後，從多重計分的評分方式可看出學生於時間的認知概念。

To meet the national standards of 108 mathematics curriculum stan¬dards, the aim of the study is to fulfill the authentic assessment to explore primary students’ performance on the concept of time. The advantage of authentic assessment is to connect with life context beyond school. Total 283 participants were from 93 fourth graders, 95 fifth graders, and 95 sixth graders. Students were sampled from one elementary school in Taoyuan city. For the quantitative methodology, the ordinal logit related models were applied to analyze the response rate for the three items. The qualitative methodology was adopted to analyze solving strategies of stu¬dents in different questions by the four levels of coding criteria. The re¬sults of the ordinal logit related models reveal that fourth to sixth grade levels show similar results in item 1, but response rates are diverse in item 2 and item 3 from fourth to sixth grades. The results of item 2 and item 3 indicate that students’ performances are better while their grade levels are higher. Three suggestions are recommended in education fields. Firstly, to meet the trend of mathematics literacy, primary teachers should design the real-life situation into mathematics lessons. As a second, based upon the nature of data, it is crucial to take advantage of the proper statistical model, such as the ordinal logit related models. Finally, multiple scores systems indicated the different performance of students in the cognition of time concept.