目標：發展適用於台灣大學生之營養素養測量工具，並進行信效度驗證。方法：本研究採用便利取樣的方式，由國內六所大學中選取1,269位學生參與此橫斷面研究，評價研究素養測量工具之信效度。本研究回收1,264份有效問卷，男女比例為0.87，大部分學生為大二（38.1%）和大三（26.1%）。營養素養測量工具的發展乃根據台灣之每日飲食指南和國民飲食指標，包括自陳式量表（8題）和情境式測驗量表（32題），以Cronbach's α係數來驗證測量工具的內部一致性信度，效度考驗則採用驗證性因素分析。結果：自陳式量表和情境式測驗量表之Cronbach's α係數分別為0.85和0.81，營養素養測量工具兩部分量表都達到良好模式適配度指標，而情境式測驗量表以項目反應理論分析困難度參數介於-3.22和0.11（可接受範圍介於-4~2）之間。此外，營養素養測量工具兩部分量表都與健康飲食行為呈正相關（r=.417, p＜.001 和r=.125, p＜.001）。結論：本研究所發展之台灣大學生營養素養測量工具為一個具有信效度之測量工具，可應用在營養教育介入計畫執行前之需求評估。

Objectives: To develop a nutrition literacy measure for Taiwanese college students and evaluate its reliability and validity. Methods: A cross-sectional study using convenience sampling was adopted to evaluate the measure and six universities in Taiwan were included. A total of 1,269 students were recruited and 1,264 valid questionnaires were returned. The ratio of men to women was 0.87. Most students were sophomore (38.1%) and junior (26.1%). The nutrition literacy measure was formulated based on the Dietary Guidelines for Taiwanese and the Daily Food Guides and consisted of 8 self-rated items and 32 scenario-based test items. Cronbach’s α coefficient was used to evaluate the internal consistency reliability, while a confirmatory factor analysis was conducted to validate the measure. Results: Cronbach’s α for the self-rated scale and the scenario-based test was 0.85 and 0.81, respectively. The measure showed a good model fit in 2 parts and the difficulty parameters of the scenario-based test ranged from -3.22 to 0.11 in the item response theory analysis (acceptable range= -4 to 2). Furthermore, scores for 2 parts of the measure were both positively correlated with the healthy-eating behavior scale (r = .417, p ＜ .001 and r = .125, p ＜ .001, respectively). Conclusions: The devised instrument was a valid and reliable measure for assessing nutrition literacy among Taiwanese college students. Specifically, it could be used by practitioners for needs assessment before the implementation of a nutrition education program.