本研究旨在建立九年一貫課程數學領域能力指標題庫。採定錨測驗設計，以 IRT 等化，建立試題參數於同一量尺。以國小五年級為例，出題指標 33 個，共 73 題，分為四卷。利用 BILOG-MG 估計試題之鑑別度、難度、猜測度參數及受試者能力值，藉受試者在試題的表現，評估學生在能力指標上的學習成效。研究結果如下：一、依據五年級數學能力指標建置一個測驗題庫。二、學生在五年級數學能力的表現，有12個指標屬於高達成度，17個指標屬於中達成度，4 個指標表現不佳，屬於低達成度。三、男女學生在能力指標上的表現有顯著差異，女生的表現均優於男生。四、不同地區學生在能力指標的表現，除指標 5-n-01、5-n-08 外，其餘能力指標均達顯著差異。南部學生表現最佳，北部學生則有落後的情形，且有達成度越低的指標，地區之間的差異越大的趨勢。五、不同版本教材的學生在多數指標的學習成就達顯著差異，以康軒版的學生表現較佳，值得深入探討。

The purpose of this research is to construct the item pool for evaluating Grade 5 performance indicators in mathematical area of Grade 1-9 Curriculum. To construct the item pool, the test equating technique and common-item nonequivalent groups design of IRT are applied. In our item pool, there are totally seventy-three items, which are divided into four sections and measured thirty-three indicators. The computer program BILOG-MG was used to estimate the discrimination, difficulty, guessing parameters of items and ability parameters of students. Findings of this research are listed below: 1. Establish an item pool depending on mathematical performance indicators of Grade 5. 2. Research results show that 12 indicators are with high achievement, 17 indicators are with intermediate achievement and 4 indicators are with low achievement. 3. Female students performed significantly better than male students in all indicators. 4. The performances of the students in different regions are significantly different in most indicators except indicators 5-n-01 and 5-n-08. 5. The performances of the students with difference text books are significantly different in most indicators.