本研究成功地建構了以語言知識模式為基礎，參考歐洲共同語言參考 架構的溝通能力指標，並且涵蓋高階層能力的華語溝通能力測驗。總共收 集有效樣本共 1,235 份，其中男性華裔學生有 660 名，女性華裔學生為 575 名。52%的華裔學生來自於接觸華語機會較高的僑居地區或國家。
本研究採 H3PLM 測驗架構所編製的華語溝通能力測驗，可以評量出 每一個參與測驗華裔學生個別的語言、社會語言和語用三個領域能力；同 時，評量的結果能立即協助教師診斷出個別學生在哪一個領域的知識上，
需要再提供補充教材或進行補救教學。除此之外，透過 IRT 所得到的華語 總體溝通能力，能夠讓每一個學生的華語總體溝通能力進行比較，作為華 裔學生未來在台灣升讀大學和申請院系之參考依據之一。
本研究在華語溝通能力電腦化適性測驗的系統建置上，主要的貢獻有 六：首先，HO-IRT CAT 系統是第一個可以評量華語溝通能力的電腦化適 性測驗系統；其次，HO-IRT CAT 系統是第一個考量華人文化知識和生活 習慣，採語言知識模式，以同時涵蓋個別任務型和整合任務型的試題，測 量受試者多面向的華語溝通能力的測驗系統；第三，採 MAP 法的 HO-IRT CAT 系統能夠準確地而且有效率估計受試者的能力；第四，採一因子題內 HO-IRT 的測驗架構能同時估計受試者的領域能力與總體能力。進而使得 HO-IRT CAT 系統能夠成為一個實用且多功能的評量工具。例如 HO-IRT CAT 系統所估計的領域能力可作為一種形成性的評量，其測量結果可提供 教師了解學習者需要加強那一種領域能力。再則，HO-IRT CAT 系統所估 計的總體能力亦可作為總結性評量，僑生先修部可以根據其總能力的測量 結果，作為華裔學生將來分發進入大學就讀的參考依據。第五，本研究所 建置的 HO-IRT CAT 系統運用 MIRT CAT Approach 採 MAP 法，不論是在 受試者能力估計的準確性、系統選題策略的效率或是適當性上，都能得到
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最大的效益。最後，HO-IRT CAT 系統使用傳統紙筆測驗三分之一的題數
，即可完成華語溝通能力的測驗。他可以有效縮短測驗時間並降低測驗成 本。
未來可以研究的方向有二：首先，本研究試題的研發僅針對閱讀技能 進行比較。未來可以同時針對聽、讀、說、寫四種技能，比較語言知識模 式和採語言技能模式的差異。其次，為了避免受試者因為社會語言領域能 力較低，而造成統計不顯著的情形，本研究僅針對華裔學生進行試測。未 來可以將外國語學習者納入研究樣本之中，並進行華語溝通能力值比較。
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