電腦化適性測驗（Computerized Adaptive Test, CAT）應用於數位學習已發展多年，但施測內容與對象往往僅侷限於小規模的測驗，以往開放給社會大眾選讀的開放式課程（Open Course Ware），一般不具有測驗評量的功能，對於來自四面八方的大眾如何進行學習成效評估實為研究之難題。國立清華大學於2013 年執行臺灣首批磨課師課程（Massive Open Online Courses, MOOCs），使用平臺為學聯網（Share Course），且成效斐然，預計將於本年度9 月份執行之「計算機網路概論」課程進行大規模適性評量，發展臺灣首次執行MOOCs 適性評量模式。本課程將以八次小考進行8週課件內容的適性測驗，透過詮釋結構模式（Interpretive Structural Modeling, ISM）檢測學習者各單元之學習迷思所在，並檢視前測與後測期末考的成績級距與顯著差異，作為國內將來發展大規模線上教育適性評量之參考指標。

The application of Computerized Adaptive Test (CAT) in E-learning has been developed for many years. However, the content and object of this application are always limited to small-scale test. In the past, the OpenCourseWare which has been available for public, generally does not provide the function of adaptive assessment. The issue on how do public members undergo learning outcomes assessment, has always been a problem for research purpose. In 2013, National Tsing Hua University has developed Taiwan’s first Massive Open Online Courses (MOOCs). Currently, NTHU is planning to conduct a large-scale adaptive test based on the course called Introduction to Computer Networks. As an example of evaluation, 7 quizzes will be given based on the course content of the past 7 weeks, by using Interpretive Structural Modeling (ISM) applied to analyze students’ responses and concepts as well as the passing rate and achievement level of the final examination. Thus, NTHU is aiming to execute Taiwan’s first adaptive assessment model of MOOCs, hence to be the reference model of the future extensive development of online education adaptive assessment.