本研究的主要目的是在發展一套適用於國小高年級的數學乘法系列診斷測驗，並希望筆者等設計的「解題歷程、題目類型雙向度建構模式」，能有效地應用在題庫建立，進而能發揮偵錯的效果，且有效的診斷出學生需強化的地方；另外，為了要使測驗的內容能隨不同的需要而有不同的組合，並提供多種副本以方便使用，所以用垂直等化來連結各式測驗，以擴充題庫內容；最後將測驗相關內容放在網路上，以加速研究結果的流通，並透過分享來獲得別人使用後的意見。

　　　　　This study was to develop an item bank of mathematical diagnosis for the elementary school by using "solving process by item type framework", and to implement it on computer network environment. The test items in the bank were divided into five forms. Sixteen common items were used in every two consecutive forms for linkage purpose. The data collected from target sample were analyzed .by vertical equating techniques using BILOG-MG. The confirmatory factor analysis model was used to validate the test content. The major findings of this study are: 1 For the IRT modeling, from the goodness of fit index, the response data are mostly fit in two parameters model. 2 For the difference in mathematics ability, the interaction effect between gender and school reaches significance level. Males" the score are significantly higher than females". 3 Regarding the items' discrimination power there is significant main effect for both solving processes in a parameter. 4 For the item difficulty level, there is significant main effect for solving process. 5 Mathematics ability scores are significantly positively correlated with school mathematics achievement score. 6 The response data isn't fitted well to "solving process by item type framework" model. However, the result indicates acceptable convergent validity for both dimensions. Based on this study, the researcher made suggestions in regard to the future research on the subject.