「多元評量」的評量結果易造成常模參照評價系統轉換的問題與質性資料不易比較之困境，使得多元評量的實施窒礙難行，亦缺乏一套良好的管制機制，可以及時監控學生學習的品質。故本文提出「多元評量管控機制」模式，係以系統化的觀點配合模糊理論及管制圖之機制，解決前述之問題，使得該模式除了具備多元評量功能外，亦增加篩選、比較，以及管控機能，有效地偵測出學習異常之學生，針對其學習上的問題提出改善策略，減少弱勢學生的產生。

Taiwan has students who are very disadvantaged because of poor family backgrounds and an inadequate educational system. Numerous people still conceive of assessment as an examination based on materials in textbooks, to judge whether a student is academically strong. This prejudiced view frequently causes more serious learning problems for those students and even influences their personality. To solve the problems associated with a single form of assessment, a student-centered learning assessment system is proposed; it involves multi-assessment to enable faculties, teachers and guardians to understand clearly a student’s strengths and support the student’s future development. However, this system cannot easily be transformed into a norm-referenced method of assessment or yield comparisons among qualitative data. This study presents a mechanism that combines fuzzy theory and control charts to resolve this dilemma. Not only is multi-assessment considered, but also the mechanism supports simultaneous sieving, comparison and control functions. This mechanism can efficiently detect signals that suggest a student has a learning problem. Consequently, the mechanism can reduce the number of disadvantaged students.