本文是採文獻分析的方法，探討美國教學評量領域的變革。本文首先探討傳統評暈的特色及衍生的問題，再述及傳統評量如何改進其缺失以及何種新式的變通性評量方法應運而生，本文接著介紹變通性評量的特色及文獻上對它的批評，最後再藉由對傳統評量及變通性評量基本假定的釐清，來評估兩種評量方式的適用範圍及可能的影響力。本文的結論是，我們應根據評量的目的─做比較或了解學生達到標準的程度─來選擇適當的評量方式；嘗試以單一評量方式來達到所有的評量目的，其結果極可能產生偏差。根據教育目的及學習理論，本文也建議變通性評量實有重視的必要。

　　　　　This article reviews literature about the reform of classroom assessment in America. The paper starts with the exploration of the characteristics and problems of traditional assessment, and then introduces how traditional assessment is improved and what alternative assessment methods come with the tide of reform fashion. Next, the charactristics and criticisms of altenative assessment are investigated. Finally, the use and potential impact of both traditional and alternative assessment are examined by clarfying the basic assumptions of them. The article concludes that we should select appropriate assessment methods according to the purposes of assessment -to make comparison or to understand the extent of standards students reach. Using single assessment to fulfill both purposes will result in many drawbacks in all probability. In terms of learning theories and educational purposes, the article also suggests that alternative assessment should be emphasized.