The purpose of this study is to investigate the children’s learning assessment methods, which are used by kindergarten teachers in Macao. Through the literature review and the empirical data collected, the researcher compares the daily implementation of the various assessment methods, as well as analyzes the factors underneath the adoption of these methods by the teachers. Kindergarten teachers are sampled for the survey. A total of 401 teachers responded to the questionnaire, and this sample size corresponds to 56.8% of the teacher population. In spite of the potential bias due to the use of convenient sampling, the large sample size throws light on the issues and problems examined in the present study. The study findings are: (1) the teachers are knowledgeable to certain extent of contemporary concepts of assessment in early childhood education; (2) the beliefs of the teachers are found to be affected by external factors, such as classroom realities; (3) the teachers expect to have external assistance in their practical work. In order to effectively use the assessment methods to promote learning, this study provides some suggestions for various stake-holders, i.e. kindergarten teachers, school departments and researchers.

本研究旨在調查澳門幼稚園教師評量幼兒學習表現的方法，研究者透過文獻 探討及蒐集得來的實證資料，比較各種評量方式的實際施行狀況，進而分析幼稚 園教師採用不同評量方式之相關影響因素。 本研究以問卷調查方式，調查澳門現職幼稚園教師，共收回有效問卷數為401 份，佔全澳幼稚園總教師數56.8％；儘管這次抽樣採方便抽樣，存在著一定偏差 值，但樣本的數目應足夠反映到本研究的議題和問題。 歸納本研究調查的結果，有以下研究發現：(1)教師對當代的幼兒評量觀念 有一定的認知。(2)教師受外在因素影響評量信念。例如：課室實務。(3)教師在 實施評量時期望得到的額外協助。 為了更有效地運用評量來促進幼兒學習，本研究根據以上發現，為不同的持 份者（例如：幼稚園教師、學校和研究者等）提供建議。