因材施教強調的是以求學者個別的差異做為教學考量，因應學生不同的學習需要，並給予適當的引導和推動學生進步的動力。因此，有效及真實的評估學習程度能讓師生了解在，「教」與「學」的互動成效中，老師的授課內容以及學生的學習與理解的情況，作為因材施教及輔導的依據。為此，提供正確的學習程度評估，將有助於教學方式的改進與學習效果的提昇。然而，傳統的評估大都使用固定等距的區間法或絕對分數的簡易加權法，進行學習程度的評估，最後再給予對應的評估語意詞。事實上，在不同次的評量，雖有相同的分數並不代表相同的學習程度。為此，本研究應用模糊理論將每一次的評估分數轉換成學習程度的二維語意變數，再利用二維語意變數綜合評估模式整合各次的語意程度值，以計算每位學生的學習程度值。最後，以此二維語意變數值取代傳統單一的語意變數值的學習程度評定方式，利用二維語意變數值，不僅可輕易進行學生程度的優劣排序，亦可了解學生學習程度的群組分類。相較於傳統的成績評估方法，本研究提供一種更為客觀的學習程度評估模式，以供教學單位了解學生的學習程度及狀況，作為教學及輔導學生的改進，進而達到提升學習成效的目的。最後，本研究以體育保送生為例，進行個案分析，並藉由分析結果說明本研究所提出之評估模式的可行性。

It is important to consider the differences in students' ability of learning when preparing for teaching. In general, the educational tests are used mostly to assess students' academic performance in order to make a decision for each individual student performance. Therefore, a suitable assessment method will be helpful on evaluation of students' academic performance. Using the traditional grading and marking methods to assign grades are common ways for educational evaluation. However, those methods are difficult to assess students' degree of learning degree accurately because the subjective judgment of teethes in the evaluation process. Therefore, we proposed a in method to evaluate students' degree of learning degree by using 2-tuple linguistic variables. This method is used not only to assess the degree of learning of each student, but also to help teachers ranking the order of students' performance. In short, the proposed method can avoid the complicated operations aid assess students' degree of the learning in a more objective way.