本研究旨在回應職前幼兒園教保服務人員培育中「兒童評量」課程的教學困境，教師在課程設計與教學實施過程中面臨學習成效不彰的問題。為改善此情形，本研究結合學思達教學法與鷹架支持策略設計並實施課程，探討其（一）課程的實踐歷程與（二）學生在情意、認知與技能三層面的學習成效。研究採行動研究法，以科技大學幼保系二技進修部三年級修習「兒童評量」課程之 47 位學生為對象。課程設計包含結構化學習單、小組討論、課堂發表與多種鷹架支持；資料蒐集涵蓋學習成效資料與教學歷程紀錄。研究結果顯示：（一）課程歷程呈現學生由陌生到能應用的循序漸進過程，教師依學生反應調整學習單題目數量、回饋方式與鷹架設計，並透過人的鷹架與人造物鷹架的交互運作輔助學思達流程；（二）學生在情意層面表現出高度參與與正向態度，認知層面能鞏固評量概念並熟悉操作歷程，技能層面則展現設計與分析能力的提升，整體評量知能逐步成長。綜合而言，結合學思達與鷹架策略的課程設計能有效改善教學困境，促進學生的學習投入與評量能力發展。文末並就課程設計、教學策略與課程規劃提出具體建議，供師資培育課程之規劃與改進參考。

This study aimed to address the teaching challenges encountered in the “Children’s Assessment” course within the preparation of pre-service early childhood educators. Instructors often face difficulties such as limited learning outcomes and students’ insufficient understanding of assessment concepts. To improve these issues, this study integrated the Sharestart pedagogy and scaffolding strategies into course design and implementation, exploring 1. the process of instructional practice and 2. students’ learning outcomes in the affective, cognitive, and skill domains. Adopting an action research approach, the participants were 47 junior students enrolled in the “Children’s Assessment” course in the two-year evening program of a university’s Department of Early Childhood Care and Education. The course design incorporated structured worksheets, group discussions, class presentations, and multiple scaffolding supports. Data were collected from learning performance and teaching process records. The findings revealed that 1. the course progression demonstrated students’ gradual transition from unfamiliarity to practical application, as the instructor adjusted worksheet items, feedback methods, and scaffold design in response to students’ needs, while the interaction between human and artifact scaffolds facilitated the Sharestart process; and (b) students showed positive engagement and attitudes in the affective domain, consolidated assessment concepts and operational understanding in the cognitive domain, and improved their abilities in designing and analyzing assessment tasks in the skill domain, indicating steady growth in assessment literacy. Overall, integrating the Sharestart pedagogy with scaffolding strategies effectively alleviated instructional challenges and enhanced students’ engagement and assessment competence. The paper concludes with recommendations for curriculum design, teaching strategies, and course planning to inform the improvement of teacher education programs.