本研究之主要目的係發展「電機電子技術創造力」量表，並以臺北市高職電機電子群科學生為研究對象，建立臺北市高職電機電子群科一年級至三年級學生的電機電子技術創造力常模。以臺北市所有設立電機電子群科的學校學生進行抽樣，總計有2,410位學生接受測驗，在刪除嚴重作答不全或空白之填答者後，共取得2,191位有效樣本。本量表的測驗主題為「充電式電動牙刷」，係從研提的20個題目中，歷經由兩次預試與專家諮詢修訂後所訂定。測驗採開放性文字填答方式，以藉由創造力擴散思考係用來評量受試者在電機電子技術創造力之流暢力、變通力、獨創力及實用性等之得分表現。
在年級差異性分析方面，三年級在在電機電子技術創造力之流暢力、變通力與實用性分數表現優於一年級與二年級，一年級與二年級間無明顯差異；三年級與二年級在獨創力分數表現優於一年級，二年級與三年級間則無明顯差異。在性別差異性分析方面，男女生在電機電子技術創造力各評分指標之表現無顯著差異。在公私立學校別差異性分析方面，公立高職與私立高職間在電機電子技術創造力各評分指標之表現亦無顯著差異。本量表在信度方面，採用評分者信度與重測信度；在效度方面，採用內容效度、三種創造力測驗工具建立效標關聯效度，以及分析參加科展得獎學生與一般學生之團體差異性來建立構念效度。整體而言，信度與效度非常良好，可提供臺北市高職設有電機電子群科學校作為診斷學生電機電子技術創造力之評量工具。

The purpose of the study is to develop “Electrical and Electronic Technical Creativity Scale” and to establish the relative norm for 10th grade to 12th grade students in electronic and electric cluster program in vocational high schools in Taipei City. A total of 2,410 students were sampled; however, only 2,191 samples are valid. Among twenty proposed themes of the tests, rechargeable electric toothbrush is adopted after two rounds of pre-tests. The questionnaire contains open-ended questions to assess participants’ performance on fluency, flexibility, originality, and practicability.
Based on the data analysis, from the perspective of age difference, twelfth-grader student in vocational high schools perform better than the other graders on fluency, flexibility, and practicability, while there are no significant differences between 10th grade students and 12th grade students. Besides, eleventh and twelfth graders perform better than tenth-graders on originality, while no marked differences is found between eleventh and twelfth graders. As far as gender difference is concerned, no significance difference is discovered between male and female students. From the perspective of public and private schools, no distinct difference is found between the two, either. Both scorer reliability and test-retest reliability are employed for reliability verification. In light of validity, content validity is adapted. Also, three creativity tests are used to establish criterion-related validity. In addition, group difference analysis between students who are winners of science fair projects and general students is used to verify construct validity. On the whole, reliability and validity of the research are well verified, which can serve as not only teaching diagnosis for colleges but also assessment tools for experiments in the teaching practicum of electronics and electrics. Last but not least, the results can function as technical creativity diagnosis and assessment tools for the recruitment in the field of electronics and electrics.

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