本研究主要目的在瞭解高職特教班教師對於職業輔導評量的看法以及實際參與運用的情況，運用問卷調查方式，以台灣地區高職特教班的任教教師為研究對象，進行資料收集，回收有效問卷331份，並以描述性統計、單因子變異數分析、重複量數分析及多元迴歸強迫進入法等統計方式進行資料處理與分析。茲就本研究主要發現分別說明如下：
一、高職特教班教師對於職業輔導評量的概念仍感陌生，且有一成的教師仍未聽過職業輔導評量。
二、高職特教班教師對職業輔導評量的瞭解程度影響實際參與運用情形。
三、高職特教班教師對於職業輔導評量的實行持正面肯定的態度。
四、教師認為職業輔導評量結果的助益著重在職場轉銜。
五、教師運用職業輔導評量結果於職業教育中的頻率較少。
六、教師對於職業輔導評量的認知與實際參與程度不相符合。
七、教師參與職業輔導評量專業團隊的程度偏低。
八、教師的「任教地區」、「目前職務」、「特教背景」與「特教年資」會影響教師對職業輔導評量的看法；而教師的「任教地區」和「目前職務」則會影響教師在職業輔導評量的實施現況。
本研究依據上述研究結果，對於相關政府單位、教師以及未來研究等方面提出建議，以供參考。

The purpose of this study was to investigate teachers’ attitudes and current practices on vocational assessment in special education classes of vocational high schools. With 331 valid questionnaires returned, descriptive statistics, one-way ANOVA, repeated measures, and multiple stepwise regression were used to analyze the data. Major findings of this study were as follows:
1.Most teachers in special education classes of vocational high schools were not well acquainted with the concept of vocational assessment. About 10% of the respondents have not heard of the term.
2.The better teachers knew about vocational assessment, the more they were involved in the implementation and application of vocational assessment.
3.The teachers showed positive attitude toward the implementation of vocational assessment for their students.
4.Most teachers confirmed the usefulness of vocational assessment on students’ employment transition.
5.Fewer teachers applied results of vocational assessment report on vocational education program.
6.Teachers’ perception of vocational assessment was not correspondent with their application of the assessment results.
7.Few teachers were engaged in professional vocational assessment team.
8.Teachers’ attitudes toward vocational assessment had strong relationships with factors of their school location, assigned position, professional background, and years in teaching. Moreover, school location and assigned positions had impacts on teachers’ application of vocational assessment results.
Implications and suggestions for teachers, educational administrative, and future studies were provided accordingly.

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