國中升高中的升學考試基本學力測驗，自從實施以來即獲得社會大眾的重視與議論紛紛，孰是孰非、孰優孰劣，莫衷一是。因此亟待學術界提出有關此一問題之研究報告，以平息眾多疑慮，並作為督促政府改進升學考試的準則，以落實教育改革的理想。 本研究之目的，即擬透過結構化概念形成問卷之調查方法，調查全國受試學校，詢問其對政府實施基本學力測驗成效的觀點，以作為未來教育政策制訂與改革之參考。本研究調查發現，全國的受試高中職學校中，覺得基本學力測驗的試題屬於難易適中到偏簡單的程度，試題取材大致均勻且具代表性、能與學生的生活經驗結合且命題有變化、具活潑創意富彈性，同時除量尺分數的計分稍有疑義外，大致能認同基本學力測驗試題的特色。但受試學校頗質疑基本學力測驗能否測量到學生的真正實力，並且認為學生平均素質不比傳統聯考入學者優，且不論何種方式入學均普遍有學力不足、學力可能逐年下降、跟不上進度和學習落差參差不齊的現象。但是認為基本學力測驗維持目前考五科、增加書寫和聽說題型試題、試題再偏困難一點等，都是可以接受的改變。整體來說，以基本學力測驗作為一種升學考試，並以其測驗成績作為入學依據之一，雖然不滿意，但還可以接受。 最後，本研究歸納研究結果與討論，提出結論與具體建議，以供教育政策制定與後續研究方向之參考。

The purpose of this study, by using the procedure of structured conceptualization and survey research, is to investigate the effectiveness of Basic-Competency-Test (BCT) administered in high school entry exam. Over 347 high school representatives are investigated and responded by a self-constructed questionnaire. Results show that representative schools feel that item-difficulties of BCT are adequate to a little easy, item-contents are sampled equally and representatively, matched with students' life experiences, and item diversity and variation are contained. The equities of scaled scores are used doubtfully to most schools. The validity and equity to students' true abilities measured by the BCT are doubted. Besides, no matter what kind of entry tracks are used, most schools feel that students' true abilities are generally lower, fell behind the school's syllabus, more diversity in real learning, and may have a decreasing trend. The BCT shall maintain current status of five-subject exams, add a little more new-typed items, such as writing, listening, and speaking, and make the exam items harder. Those changes are welcomed by all schools. Although all schools are not satisfied with the BCT used as a substitute for the traditional entry exam, but still accept it at all. Finally, implications of these findings are explained and suggestions for improving policy-making, performance evaluation, and future researches are also proposed.