欲形成一有效的教學環境可由學習評量為中心做起，使教學過程中之學生形成性評量立即反饋給教師，高等技職教育以三明治教學之實習制度培育符合產業界之需求人力，而實習制度雖符合建構主義所提賦予學生包括假設、預測、操作、提出問題、追尋答案、想像、發現和發明經驗，然三明治教學中之實習活動所給予的學習成效仍引研究者關注。針對三明治實務實習之學生心智能力改變中，在實習前、中、後，以機械系學生的機械設計/製造專業領域，以學習目標與佛羅里達評量系統的四項概念理解、定理法則、問題解決及認知策略能力指標制訂雙向細目表而獲得五次歷程評量試卷，測定學生於實習過程中之學習成效。本研究之歷程評量之原始評量分數可知，學生能力指標均於第二次評量時達到最高，並於隨後逐漸降低。經統計檢定得知部份公司之實習學生能力指標呈直線下降趨勢，實習學生運用概念理解及定理法則機會少矣。而從相對之平均評量成績於第六個月時呈現大幅提昇，大部分公司提供之實習職務可使學生於半年實習後可獲得比較大的學習效益。實務實習之學習方式屬建構主義之主動學習方式，學校職司單位必須協助及輔導，以發揮三明治課程的教學效果，並以評量方式獲致實習單位篩選及改進依據。

The assessment-centered teaching environment is effective for students to feed the learning achievements back to the teacher after the derived formative assessment immediately. Besides, the students will know and then improve most once they understand the aim of their learning. By the practical training of the sandwich program, the higher technology and vocational education provide the appropoiate human resource for industry. The practical training course gives the experiences of the assumption, prediction, purchasing and so forth. However, the learning performance of the practical training is really paid attention to by the reseachers. In this study, the learning assessment of a sandwich program is adopted by a private university of technology in Taiwan. For evaluating the intellectual skills of the students, four abilities defined by the Florida assessment system, concept, rules, problem solving and cognitive stratgy, are used, and then five assessments based on constructivism are developed. Through the portfolio assessment, the learning performance of the students of each company can be dervied. By the results, one finds that the students' learning achievement is directly related to the factories or companies they practice contained. Therefore, the students' scores of the five-stage examinations can be regared as an important index to supervise the implementation of the sandwich program and choose the suiable cooperative companies.