學科能力測驗（簡稱學測）是台灣的高中生申請大學入學時參加的考試之一。本論文使用Kunnan（2004）的測驗公平性架構，包含效度、無偏差、可即性、測驗施測、以及社會影響與補救五大面向，對學測英語考試進行評析。雖然學測在可及性以及測驗施測兩大面向相當傑出，但是研發學測的大學入學考試中心應該考慮增加聽力與口說測驗，以加強學測的效度，以及在預試階段納入少數族群的多元背景學生，以降低考試的可能偏差。

The General Scholastic Ability Test (GSAT) is one of the tests which senior high school students in Taiwan take to apply for admissions to university studies. This paper reviews its English test, using Kunnan’s (2004) Test Fairness framework which includes validity, absence of bias, access, administration, and social consequences and remedies. Although the GSAT excels in access and administration, the College Entrance Examination Center (CEEC), which developed the GSAT, should consider the inclusion of English listening and speaking tests to enhance its validity, and to cater for diverse backgrounds of minority students at the stage of pilot testing so as to reduce potential bias.