中文關鍵字：教育公平性；原住民族教育；試題差異功能；大型教育評比調查

英文關鍵字：Equity in education；indigenous education；Differential Item Functioning (DIF)；large-scale assessment

十二年國民基本教育課綱強調培養學生核心素養，並推動素養導向教學與評量，希望達成自發、互動、共好之全人教育基本理念。然而素養導向教學與評量因強調生活真實情境的問題解決能力，易因社會文化群體的特性差異引發測驗題型之教育公平性質疑。本研究正向利用這些學生背景特性所導致之特定題型表現差異，經由試題差異功能分析，了解現行文化觀點、語言差異、學習機會所造成不同成就表現之現象。經由綜整分析界定表現差異的可能因素後，針對社會文化弱勢學生不利的議題入校進行觀察與深入晤談。於了解社會文化弱勢學生對於各項議題的想法和問題解決的歷程，並探討這些議題不利其能力表現之因素後，可因應即時性之課綱動態研修需求，並提供社會文化弱勢群體相關教育政策施行之實徵數據和資料分析結果。

The 12-Year Basic Education curriculum and guidelines aim to nurture modern citizens who take initiative, engage in interaction, and seek the common good. The role of Taiwanese teachers in the 12-Year Basic Education program has also shifted from delivering content knowledge requiring rote memorization to supporting student-centered learning focused on engaging students through competency-based instruction and learning. As the competency-based instruction and learning emphasize authentic situations related to students’ experiences in real-life scenarios, educational inequity resulted from differences in real-life experiences dependent on students’ socioeconomic status or urban-rural disparity needs to be taken care Therefore, this study focuses on the equity in educational practices by considering differences in student achievement based on the Differential Item Functioning (DIF) of large-scale competency assessments for various social and cultural groups, such as those based on urban-rural divide and ethnicity. Being integrated with the DIF revealed in the competency-based assessments., in-depth observations and interviews with socioculturally disadvantaged students and relevant stakeholders are then adopted to scrutinize the relationships among student learning, teacher instruction, and problem-solving processes. Finally, the project aims to enhance the revise process of national curriculum and guidelines and the implementation of educational policies, specifically for the socioculturally disadvantaged students.