本研究主要是採取個案研究法，並選取「西西」國小（化名）為研究個案，且以該校實施「雙向細目表」的教師自編評量為中介物，透過了觀察和訪談與文件分析等方法，蒐集11 位研究參與者與該表持續交互影響的實地資料，以了解教師們的認知歷程。最後本研究獲致了以下結論：一、西西國小實施雙向細目表後，教師們分別產生了十三種認知系統。二、雙向細目表的歷程，教師們漸次呈現質疑、反思、轉向、創新等不同的認知階段。三、持續地討論與分享、需要專家協助、科技系統引入、校長積極推動的態度等，乃是發揮雙向細目表功能的關鍵因素。四、西西國小實施雙向細目表，教師們的認知系統大致呈現朝向上升方向發展。
摘要（英文）： Few studies deal with how the gap between artifacts and task in terms of members' cognition distributed (Halverson & Clifford, 2006) in the field of teaching practice. The present study explored how the teachers' cognition evolved with a close look at the artifact, and the processes adopted by "Two-Way Specifi cation Table" (TWST) for teachers-made assessments as an artifact designed for nine students' tests in "SiSi" Elementary School. Participatory observation, interviews, and documents were employed. The following conclusions were drawn: Firstly, after the implementation of TWST in SiSi Elementary School, teachers had produced 13 kinds of cognitive systems respectively. Secondly, during the process of implementing TWST, teachers gradually presented different stages of cognitive systems such as questioning, reflection, transformation, and creativity. Moreover, continuous discussions and sharing, the need for experts' assistance, developing the technological systems, and the positive attitude of principal were key elements in the functioning of the TWST. Lastly, after the implementation of TWST in SiSi Elementary School, it was found that teachers' cognitive systems were slightly improved.