This article presents an assessment analysis of the learning outcomes of students with special needs in vocational schools. The limitations of teachers in using test instruments in learning assessments have an impact on the weak feedback on improving learning programs received by students with special needs. This study used a descriptive study method at vocational schools of SMK Negeri 1 and SMK Karsa Mulya Palangka Raya, Indonesia. The study results revealed that teachers in this vocational school had yet to use the category of children with special needs of light, medium, and severe in assessing the learning outcomes of students with special needs. The assessment is based only on the minimum standards set by the school. Then, the assessment pattern given by the teacher based on the minimum completion criteria makes the teacher's responsibility less than optimal in evaluating the learning outcomes of students with special needs, which is characterized by the lack of use of test instruments as an objective measuring tool in formative assessment.