本文回顧及評析屬於「忠實觀」和「實用的相互調適觀」的測量課程實施程度之方法，焦點放在各測量方法的特色及限制，並指出課程學家仍需研究的方向。文獻回顧顯示，雖然「忠實觀」和「實用的相互調適觀」的支持者皆選用相似的資料搜集方法，例如觀察、訪談、問卷調查等，惟其假設和結果卻有差異。許多學者當測量課程實施的程度時，都忽略了課程實施建構的多度向性、搜集多方面的資料、以及嚴格測試資料的信度和效度。

　　　　　This article reviews and critically analyzes methods of measuring the degree of curriculum implementation with reference to the fidelity perspective and the practical mutual adaptation perspective. The focus is on the characteristics and limitations of various methods, as well as the directions for further research. Review of the literature indicates that although proponents of the fidelity perspective and the practical mutual adaptation perspective use similar methods of collecting data, such as observation, interview and questionnaire survey, their assumptions and outcomes of measurement are different. Many past studies also neglected the dimensionality of the curriculum implementation construct, collection of data from multiple sources, and examination of the reliability and validity of data through rigorous statistical techniques.