評量是教學的重要環節。華語教師是否能勝任教學中的評量任務，實與本身具備的語言學、第二語言習得、教學法、多媒體科技等知識有關，因此專業科系多將「華語文教學測驗與評量」課程安排在高年級。研究者多次負責該課程後，發現欲以兩學分課程，有效提升實習教師的評量技能，頗有困難，為解決現實教學問題，本研究於焉展開。本研究計畫用一學期的課程時間，以遊戲評量的形式，根據Lewin的研究架構，進行單一循環的行動研究，逐步由1.概念啟發；2.發現問題；3.釐清問題；4.行動；5.驗證；6.反思與建議等步驟，協助實習教師從做中學，在做中反思，在反思中提升，逐步建構評量的專業知能。結果顯示，實習教師認為自己在：出題技術、中文能力、多元評量、多媒體技術等項目上進步了，但仍有改善的空間。最後，研究者透過對培訓模式的反思，針對其中的問題予以修正，做為未來改善行動的依據以及調整課程的參考。

Assessment is important for language teaching. The CFL teachers' competence in the assessment techniques is associated with the professional knowledge in the following areas: the linguistics, second language acquisition, teaching methodology, and multimedia technology; therefore, the course, "CFL Testing and Assessment", is mostly offered in the senior year of the CFL teacher training studies. With years of experiences in training CFL student teachers in such course, the researcher finds it's fairly challenging to enhance the student teachers' assessment techniques effectively with the two-credit course; therefore, this study is conducted to search for solutions.Based on the Lewin's action research framework: diagnosis, finding the problems, defining the problems, action planning, evaluation, refection, and suggestions, a single cycle of action research was undertaken. Applying the concept of game-based assessment, this study was administrated for one semester and aimed to develop student teachers' assessment competence. The ultimate goal is to construct student teachers' knowledge regarding their assessment techniques through reflections. The results show that student teachers perceive their progressing in the following areas: designing tests, Chinese proficiency, multiple assessments, and multimedia technology skills, but there is still space for improvement. Lastly, researchers' self-reflections on the training mode and the suggestions for action revision are included for future action research and the reference of adjusting the course.