本研究旨在編製國一學術性向優異學生鑑定時所需使用的學業性向測驗，以供辦理資優教育的國民中學使用。測驗使用之對象為報名參加國中資優鑑定的小學六年級將畢業的學生及剛入學國中一年級的新生。測驗內容包含數學、自然及語文三部分。為了讓各校在各年度能有新的題本使用，以免年年使用同一套題本；也為了各縣市鑑定學生的時機不同，有些縣市在小學六年級下學期鑑定，有些縣市在國一上學期鑑定，本測驗共編製五套，建立常模的時間分兩段進行，有兩套在五月份進行，有三套在十月份進行，以配合學校實際施測的時間。在小六下鑑定的學校可選擇第一、二套測驗使用；在國一上鑑定的學校實施測的時間。在小六下鑑定的學校可選擇第一、二套測驗使用；在國一上鑑定的學校可選擇第三、四、五套測驗使用。標準化樣本取自臺灣北、中南、及花東地區，共抽取30所國小六年級2095名學生，進行一、二套題本之常模施測。抽取30所國中一年級新生2937名，進行三、四、五套題本之常模施測。總計常模樣本五套人數為5032人。本測驗信度考驗方式採用內部一致緎係數及折半信度考驗，五套測驗之Cronbachα係數介於.89∼.92；折半信度介於.83∼.84。效度考驗方式採用效標效度，介於.52∼.72。常模採用模準分數常模(平均數100，標準差15)。各套測驗除總分及各分測驗建有常模外，因性別在語文分測驗的差異達到顯著水準，故亦建有性別常模。各校在運用本測驗時，可視資優教育對象之類別選擇全套測驗或部分分測驗施測。

　　　　　The aim of this study was to compose and standardize five sets of academic aptitude tests to evaluate the academic potentials of six to seven graders. The tests could also be served as instruments for identification of academic gifted/talented students and for remedy teaching. Each of the five sets of tests had 3 subtests on mathematics, natural science, and Chinese language. The subjects of norm groups consisted of 5,032 students in total. There were around 1,000 subjects for each set. They were sampled from every part of the Taiwan Province as well as Kinmen county. For the first two sets of tests, subjects were six graders from 30 primary schools, while seventh-grade students of 30 junior high schools were sampled for the other three sets. The standardized scores (mean=100, SD=15) were provided for total scores and subscores for each set. The same scores were also provided for students of different gender for their different performances on language subtests. The distributions of scores for each subtest and each set of the norm groups were also listed on the appendix. The tests were of good reliability and validity. Cronbach's alpha was used to testify the reliability of the tests. The alpha coefficients were among .89 to .92 for total scores of the 5 sets of tests, and .69 to .87 for the subscores of each test respectively. The achievement scores on language, mathematics, natural science and total achievement of 1,171 subjects were collected to testify the concurrent validity of the tests. For the subjects of the first two sets, their scores on the three content areas and their total achievement scores of the very semester under testing were correlated with their subscores on the related subtests and their total scores. For the subjects of the other three sets, it was their scores of the first-month exams that was correlated with their subscores and total scores of the tests. The validity coefficients ranged from .21 to .88, all of which had reached the level of significance.