筆者於會話課形成性評量實施口說測驗，並嘗試製作經常用來進行實作評量的評分量表進行形成性的口說評量。本文從教學觀察、教師的反思、學習者口說測驗的文字資料、測驗評量結果，分析使用評分量表進行口說測驗評分對於教師的教學內容及方式有何影響。分析結果得知，此評分方式之使用加強教師對單元學習目標的掌握、擺脫教科書的束縛，對於學習者的測驗結果之回饋也從以往重視文法、句子表達轉變成重視對話內容，且評分量表呈現出來的評量結果更容易幫助教師進行教學反思。

In this study, oral speaking tests were conducted using rubric, which is one of the learner performance assessment criteria, in order to propose a new type of formative assessment in conversation classes. The study examines the teachers’ self-reflection, the utterance data from learners in the oral tests, and the results of the evaluation to see how teachers have changed in terms of teaching, assessment and student feedback. The result shows that rubric has contributed to heightened awareness of the course objective on the part of the teachers, and a breakaway from the dependence on the textbook. As for the teachers’ feedback to students, rubric has resulted in more focus on the part of the teachers on the conversation content itself, rather than grammar or usage. The study also shows that rubric assessment has led to more self-reflection on the part of the teachers.