近年英語評量趨勢提倡以多元評量方式來評估學生的學習狀況，因此英語老師如何使用多元評量為一重要之研究課題。然對於臺灣高中職英語教師實施多元評量之實證研究闕如。因此，本研究針對目前高中職英語教師的多元評量施行現況作深入探討。研究樣本包含台中縣市58位高中職英語教師參與紙筆問卷調查，資料分析後以描述性統計資料呈現。研究結果顯示各種評量類型的使用多寡頻率有明顯差異。在傳統評量各項類型中，使用選擇題和填充題的頻率比其他題型高；在另類評量中，最常使用的為非正式提問與觀察。本文提出數個重要可能的影響因素，例如外來標準化測驗、班級學生人數、學生年齡及知識程度、家長態度、評量資源、教師的評量專業知能等，並針對教學實務和未來研究的方向提出建議，期研究結果對於高中職英語教師的評量實施現況及學生英語學習有所助益。

Recent educational trends promote multiplism approach to evaluate student learning. Teachers´ use of multiple assessments has been an important research issue. However, how multiple assessments have been implemented by senior high school EFL teachers remains unknown. This study explores senior high school EFL teachers´ multiple assessment practices. The sample consists of 58 vocational/senior high school EFL teachers in Taichung. Survey method and descriptive statistics analysis are employed. The results show that the frequency of each test technique used varied to a great extent. In traditional assessment, multiple-choice and fill-in-the-blank questions were used more often than others. While in alternative assessment, the more often used tasks were informal questioning and informal observations. A number of potential factors for these practices are proposed, such as external large-scale testing, class size, students´ age and levels, parents´ attitude, assessment resources, teacher assessment competency and so on. Pedagogical implications and recommendations for future research are provided to facilitate EFL teachers´ informed implementation of multiple assessments as well as students´ English learning.