Third Edition

Allison Walker Larry Kortering Catherine Fowler

Dawn Rowe
Lauren Bethune

National Secondary Transition Technical Assistance Center

University of North Carolina

Charlotte

This document was produced under U.S. Department of Education, Ofce of

Special Education Programs Grant No. H326J050004 and H326J110001.
Dr. Marlene Simon-Burroughs served as the project ofcer. The views
expressed herein do not necessarily represent the positions or policies of the
Department Education. No ofcial endorsement by the U.S. Department of
Education of any product, commodity, service, or enterprise mentioned in this
publication is intended or should be inferred. This product is public domain.
Authorization to reproduce it in whole or in part is granted. While permission
to reprint this publication is not necessary, the citation should be:
National Secondary Transition Technical Assistance Center (2013). Age
Appropriate Transition Assessment Toolkit Third Edition. University of North
Carolina at Charlotte, A. R. Walker, L. J. Kortering, C. H. Fowler, D. Rowe, &
L.Bethune.
Published and distributed by:
National Secondary Transition Technical Assistance Center
University of North Carolina Charlotte
College of Education, Special Education & Child Development
9201 University City Boulevard
Charlotte, NC 28223
Phone: 704-687-8853
Fax: 704-687-2916
http://www.nsttac.org
http://www.uncc.edu

Table of Contents
Section 1: Age Appropriate Transition Assessment Toolkit
What Is Transition Assessment?

Why Conduct Transition Assessments?

How Do I Select Instruments and Methods?

How Do I Conduct an Age Appropriate Transition Assessment?

Emerging Issues

References
Section 2: Sample Instruments

10
17

Informal Transition Assessment Methods

Interviews and Questionnaires

18

Direct Observation

19

Environmental or Situational Analysis

19

Curriculum-based Assessments

20

School Performance Measures

21

Transition Planning Inventories

21

Formal Transition Assessment Methods

Achievement Tests

22

Adaptive Behavior and Independent Living

22

Aptitude Tests

23

Interest Inventories

24

Intelligence Tests

24

Personality or Preference Tests

25

Career Development Measures

25

On the Job or Training Evaluations

26

Self-determination Assessments

26

Table of Contents
Section 3: Informative Links and Other Sources of Information
Podcasts

29

Websites

29

Presentations

31

Section 4: Transition Assessment Implementation Timeline

Transition Assessment Implementation Timeline: Suggestions for Assessment

ii

27

33
35

What Is Transition Assessment?

The Division on Career Development and Transition (DCDT) of the Council for
Exceptional Children denes transition assessment as an ongoing process
of collecting data on the individuals needs, preferences, and interests as they
relate to the demands of current and future working, educational, living, and
personal and social environments. Assessment data serve as the common
thread in the transition process and form the basis for dening goals and
services to be included in the Individualized Education Program
(IEP) (Sitlington, Neubert, & LeConte, 1997; p. 70-71). Federal law requires
appropriate measurable postsecondary goals based upon age appropriate
transition assessments related to training, education, employment, and, where
appropriate, independent living skills (300.320[b][1]).
Although states are still developing policy and guidance documents relative to
transition assessment (Morningstar & Liss, 2008), it seems most appropriate to
use some combination of the following types: Paper and pencil tests,
structured student and family interviews, community or work-based
assessments (situational) and curriculum-based assessments. These
assessments or procedures come in two general formats formal and
informal. Informal measures may include interviews or questionnaires, direct
observations, anecdotal records, environmental or situational analysis,
curriculum-based assessments, interest inventories, preference assessments,
and transition planning inventories. Formal measures include adaptive
behavior and independent living assessments, aptitude tests, interest
assessments, intelligence tests, achievement tests, personality or preference
tests, career development measures, on the job or training evaluations, and
measures of self-determination.
Formal assessments are standardized instruments that include descriptions of
their norming process, reliability and validity, and recommended uses.
Generally, these instruments have independent reviews in texts (e.g., A
Counselors Guide to Career Assessment Instruments 5th Edition) or on-line
at http://www.unl.edu/buros/. These assessments tend to be limited to
recommended use by a professional with a requisite qualications, identied
as Level A (no special qualications required), Level B (a four-year degree in
psychology or related eld along with coursework in testing or a license or
certication from an agency that requires appropriate training and

experience in the use of psychological tests) or Level C (all Level B

qualications plus an advanced degree that requires training in psychological
testing). The vast majority of transition assessments used by educators require
a Level A or B qualication. Notable exceptions include intelligence tests and
some personality assessments that require a Level C qualication with
specialized advanced training.
Examples of the more popular formal assessments include the Meyers Briggs
Type Indicator Form M (Meyers & Briggs, 1988.), Self-Directed Search Forms
CE (Holland & Powell, 1994), R (Holland, 1994), and E (Holland, 1996),
and Occupational Aptitude Survey and Interest Schedule 3rd Edition (Parker,
2002).
In contrast, informal assessments generally lack a formal norming process and
reliability or validity information. They seldom have professional qualications
for their use and tend to be inexpensive and often times free. These
assessments require more subjectivity to complete and yield the best data
when used on an ongoing basis and by more than one person to improve
their validity. Examples of some popular paper/pencil informal assessments
include the Transition Planning Inventory (Clark & Patton, 2009), ONet
Career Interest Inventory (U.S. Department of Labor, 2002), and Life Centered
Career Education (LCCE) Performance and Knowledge Battery (Bucher &
Brolin, 1987). Other examples of informal assessments include situational or
observational learning styles assessments, curriculum-based assessment from
courses, observational reports, situational assessments, structured interviews,
personal-future planning activities, and functional skill inventories.
The transition assessment process can be viewed within a framework. One
useful framework is by Sitlington, Neubert, Begun, Lombard, and Leconte
(1996). Their framework incorporates a variety of methods for assessing the
student and potential work or training environment. Analyses of results help
educators make decisions about how best to match a student with their
potential training or job environment. The purpose of the framework is to
identify training and post school options that match the students interests,
preferences, and needs using the Assess, Plan, Instruct, and Evaluate (APIE)
model. In the rst step (assess), educators assess the students interests,
preferences, and needs related to desired post school outcomes using formal
and informal assessments. The second step (plan) involves interpreting the

results from these assessments and incorporating them into the students IEP. In
the third step (instruct), students learn the skills they will need to reach their
post school goals. In the last step (evaluate), evaluate whether progress has
been made toward achieving the transition activities and corresponding IEP
goals and objectives.
Rojewski (2002) outlines another useful framework inclusive of three levels of
transition assessment. Level one is for most students and might include a
review of existing information (e.g., intelligence and achievement data from
the students most current Psychological Report along with performance data
from school-wide testing, course grades, and attendance), student interview,
interest assessment, personality or preference assessment, and, if indicated
(e.g., a student shows promise in a given aptitude), aptitude testing. A level
two assessment targets students having difculty making a career choice,
clarifying their interests, or preparing to exit high school. This level would
build on a level one assessment by generating additional information as to
ones work-related behaviors, general career maturity, and job readiness. A
level three assessment would be reserved for students needing additional
assistance with identifying long term career goals, when earlier transition
assessments were inconclusive or for those with more signicant disabilities.
This level generally takes several days, involves a vocational assessment
specialist (Sarkees-Wircenski & Scott, 1995), and is in cooperation with a
local adult service provider. A level three evaluation would include a
combination of assessing job-related behaviors (e.g., Becker Work
Adjustment Scale - Revised) and on the job and community situational
assessments.
Sitlington and Payne (2004) continued to suggest that transition assessment
information is gathered regarding a students current needs, preferences, and
interests as they relate to the demands of current and future working,
educational, living, personal, and social environments. The goal of transition
assessment is to assist students, families, and professionals as they make
transition planning decisions for student success in postsecondary
environments (Sitlington & Clark, 2007; Sitlington & Payne). Finally, Sitlington
and Clark suggest that transition assessment should answer three basic
questions:
1. Where is the student presently?

2. Where is the student going?

3. How does the student get there?

Why Conduct Transition Assessments?

Transition assessments may be undertaken for several reasons. These reasons
include: (a) to develop postsecondary goals, and related transition services
and annual goals and objectives for the transition component of the IEP ), (b)
to make instructional programming decisions, and (c) to include information
in the present level of performance related to a students interests,
preferences, and needs in the IEP. In addition, transition assessment is an
excellent way to learn about individual students, especially their strengths
outside of academics and career ambitions (Kortering, Sitlington, & Braziel,
2010). Likewise, Zunker and Osborn (2006) remind us that the most
important reason for doing transition assessments is to help students learn
about themselves so as to better prepare them for taking an active role in their
career development. It is suggested that transition assessment information be
gathered in the following four categories: (a) academic, (b) selfdetermination, (c) vocational interest and exploration, and (d) adaptive
behavior/ independent living. These are four broad areas for assessment.
Individual students may require additional assessment in other areas,
depending on their needs.
The results of transition assessments should also be the basis for making
recommendations for instructional strategies and accommodations in
instruction and environments to meet the students needs, while capitalizing
on their unique talents. Finally, the results should lead the student to better
understand the connection between their individual academic program and
post-school ambitions, the likely key to their motivation to engage in learning
and stay in school (Kortering & Braziel, 2008). The transition assessment
information should be the basis for identifying postsecondary goals in
education or training, employment, and independent living (as appropriate)
for a student whos IEP is being developed for the purpose transition
planning. As noted in the federal law regarding the education of students
with disabilities, appropriate measurable postsecondary goals based upon
age appropriate transition assessments must be included in the IEPs of
students who will turn 16 during that year (p.118, 2709, viii, aa).

How Do I Select Instruments and Methods?

First, become familiar with the different types of transition assessments and
their characteristics, including reading their respective manuals, seeking
independent information (e.g., test reviews, professional articles) and talk
with local adult service providers and employers. Again, it is recommended
that you use multiple evaluations on an ongoing basis.
Second, select assessment instruments and methods that help the student to
answer the following questions:

Who am I?
What are my unique talents and interests?
What do I want in life, now and in the future?
What are some of lifes demands that I can meet now?
What are the main barriers to getting what I want from school and my
community? and
What are my options in the school and community for preparing me for
what I want to do, now and in the future?

Third, select instruments and methods that are appropriate for your students.
Key considerations include the nature of their disability (e.g., reading level
and general intelligence), their post-school ambitions (e.g., college versus
other training options or immediate employment), and community
opportunities (e.g., local training options, employers and adult service
providers). As an example, students with more severe or complex disabilities
would be best served by a person centered planning approach (see Condon
& Callahan, 2008). The nature of their disability may preclude the relevancy
of many standardized assessments, notable exceptions might include interest
inventories that do not require reading (e.g., Beckers Reading Free Interest
Inventory - Revised, Wide Range Interest and Opinion Test Revised) and
other instruments that require minimal reading levels (e.g., Career Decision
Making System, Self-Directed Search Form E). Similarly, some students may
need special accommodations during the assessment process. Informal and
formal measures may be used to assess the four suggested categories: (a)
academic, (b) self-determination, (c) vocational interest and exploration, and
(d) adaptive behavior/ independent living.

By considering the aforementioned concerns, you will be able to better select

informative and useful transition assessment tools.

How Do I
Assessment?

Conduct

an

Age

Appropriate

Transition

Transition assessments will vary depending on the actual instrument(s) and

procedures being used and various student characteristics. However,
Sitlington, Neubert, and Leconte (1997) suggest that the following guidelines
when developing your transition assessment process:

1. Assessment

2.

3.

4.
5.
6.
7.

methods must incorporate assistive technology or

accommodations that will allow an individual to demonstrate his or her
abilities and potential.
Assessment methods must occur in environments that resemble actual
vocational training, employment, independent living, or community
environments.
Assessment methods must produce outcomes that contribute to ongoing
development, planning, and implementation of next steps in the
individuals transition process.
Assessment methods must be varied and include a sequence of activities
that sample an individuals behavior and skills over time.
Assessment data must be veried by more than one method and by more
than one person.
Assessment data must be synthesized and interpreted to individuals with
disabilities, their families, and transition team members.
Assessment data and the results of the assessment process must be
documented in a format that can be used to facilitate transition planning
(p. 75).

Another appropriate process approach follows the following sequence.

Initially start off with a structured interview that solicits information on various
family background features affecting ones career development while
providing the student with an opportunity to express their thoughts (see
Kortering & Braziel, 2008). As an example, you may wish to use the
Employment-Related Questionnaire or Dream Sheet links in the following
section. Next, have the student complete a basic interest inventory, preferably

one that matches their post-secondary ambitions (e.g., career ambitions

requiring college training or not), and then perhaps some assessment of their
personality or preferences. Finally, if the student demonstrates potential talent
in a given aptitude (e.g., shows an established interest in mechanical type
jobs) conduct an assessment of this potential or related talent using one of the
standard aptitude tests. As a reminder, selected methods should be
appropriate for the learning characteristics of the individual, including cultural
and linguistic differences.

Emerging Issues
There are prominent and emerging issues affecting transition assessment.
First, the role of the internet and technology-based resources is rapidly
evolving. Several publishers offer software packages for assessment and
career planning. Second, the Summary of Performance (SOP) requirement
must include recommendations to assist graduating students in meeting their
post-secondary goals. Finally, the increasing importance of a college
education suggests the need to consider college entrance exams (e.g.,
Scholastic Achievement Test or SAT and American College Testing or ACT) as
part of the assessment process.
A number of websites offer transition assessments. Many of these sites use an
interest test or self-reporting of perceived talents or needs. Based on the
responses, these sites generally offer initial information for free but charge a
fee for a full report. The sites offer convenience, but seldom have independent
reviews or access to a technical manual. Notable exceptions include sites
offering online access to established assessments (e.g., Self Directed Search,
Kuder Interest Inventory, and Strong Interest Inventory). A few online tools that
are totally free and popular among special educators include the following:

www.caseylifeskills.org
http://itransition.pepnet.org/

Various vendors offer software-assisted career planning resources. These

software packages are all in one units that provide assessments of interests
and self-reported abilities and then link ones responses to matching careers
based on an occupational data base or groups of employees representing
given occupations. These packages tend have an expensive upfront cost but

many districts use them with all their students thus lowering the per student
fee. These resources also offer routine updates for their occupational data
bases to better reect emerging labor trends and new occupations. Some
research, involving college students and adults, suggests that computerassisted assessments compare favorably to more traditional paper and pencil
assessments (see Chauvin & Miller, 2009; Gati, Kleiman, Saka, & Zakai,
2003; Gati, Gadassi, & Shemesh, 2006). A possible downside is that these
resources may lack independent reviews of their utility, reliability, or validity
for youth with disabilities, but some have technical manuals with useful
background information on their products development.

http://www.careercruising.com/
http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.html
http://www.act.org/discover/
http://www.kuder.com/
http://www.onetcenter.org/tools.html
http://www.sigi3.org/
http://www.vri.org/careerscope/

The SOP provides a formal document that includes transition-related

information, including formal and informal assessment information, classroom
and school performance data, and information on appropriate
accommodations and services during high school (Dukes, 2010). This
document serves as an information sharing tool that helps adult service
providers (e.g., Vocational Rehabilitation Counselors, Support Specialists in
College or University settings) tailor services to the students unique talents,
limitations, and needs. The document also provides the student with an
opportunity to prepare for their post-school goals by having an accurate
summary of their transition assessment data that they then can be proactive
with future service providers.
Given the increasing importance of a college education, it seems reasonable
to consider helping youth prepare for college entrance exams as part of the
transition assessment process. A students performance of these exams has a
considerable impact on whether they get admitted to a college of their
choice. The two most common entrance exams are the ACT and SAT. In
helping prepare a student for these exams, you may want to work with the

high school guidance counselor given their working knowledge of regional

colleges and related expertise. In addition, several publications and websites,
most offering free and for a fee services, provide access to sample test
questions or further training. Sample websites include the following:

http://www.actstudent.org/testprep/index.html
http://www.kaptest.com/College/ACT/index.html
http://www.act-sat-prep.com/

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Wechsler, D. (2004). Wechsler Intelligence Scale for Children IV. San
Antonio: The Psychological Corporation.
Wehmeyer, M. L. & Kelchner, K. (1995). The ARCs Self-Determination Scale.
Washington, DC: The ARC of the United States.
Wiesen, J. P. (1999). Wiesen Test of Mechanical Aptitude. Odessa, FL:
Psychological Assessment Resources.
Wheeler, J. (2006). Community-based Vocational Training. Verona, WI:
Attainment Company.
Whiteld, E.A., Feller, R. W., & Wood, C. (2009). A counselors guide to
career assessment instruments (5th ed.). Broken Arrow, OK: National Career
Development Association.
Wilkinson, G. S. & Robertson, G. J. (2006). The Wide Range Achievement
Test (4th Ed.). Wilmington, DE: Jastek Publishing.
Wolman, J. M., Campeau, P. L., DuBois, P. A., Mithaug, D. E., & Stolraski,
V.S. (1994). American Institutes for Research Self-Determination Scale.
Washington, DC: American Institutes for Research.
Wonderlic, E. F. (1992). Wonderlic Personnel Test. Libertyville, IL:
Wonderlic.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). WoodcockJohnson III Tests of Achievement. Itasca, IL: Riverside.

15

16

Section 2

Sample Instruments

17

Informal Transition Assessment Methods

Interviews and Questionnaires
Interviews and questionnaires allow you to gather information to be used to
determine a youths needs, preferences, and interests relative to anticipated
post-school outcomes. In other words, collected information helps you to better
understand what is currently known about a youth, their perceptions of
transition-related factors, and familial inuences on the career development
process. This information, in turn, helps you and the youth to develop postschool ambitions, plan a course-of-study and identify transition services and
activities that will help them reach their ambitions. An important part of this
data collection process involves gathering information about a student and
their familys current and future resources. For example, if a students future
education choice is to enroll in a four-year college, it is helpful to know as
soon as possible what nancial resources a family might have or need.
Another example might involve current and future transportation needs to get
to work or to various activities/places in the community. Families also can
often provide current and future resources in terms of employment options for
their daughter or for other students in a high school program (Test, Aspel, &
Everson, 2006, pp. 74). Another aspect of this type of information is
generating an understanding of family inuences on a students career
development, including access to role models, world of work knowledge and
general ambitions. Examples of a useful structured interview or questionnaire
include:

18

Employment-Related Questions
Dream Sheet
Transition Planning Inventory Updated Version (Clark & Patton, 2009)
Enderle-Severson Transition Rating Scales Third Edition (Enderle, &
Severson, 2003).

Direct Observation
Direct observation of student performance should be conducted within the
natural school, employment, education or training, or community setting
(Sitlington, Neubert, & Leconte, 1997). Sometimes called situational
assessment (Sitlington, Neubert, Begun, Lombard, & Leconte, 2007;
Sitlington & Clark, 2001), direct observations are often done by a job coach,
co-worker, recreation specialist, or vocational educator. However, in keeping
with a self-determined philosophy, youths should learn to record their
(performance) data. Direct observation data typically includes task analytic
data of steps in completing required tasks (e.g., folding laundry, sorting mail),
work behavior (e.g., staying on-task, following directions, getting along with
co-workers), and affective information (e.g., is student happy, excited,
frustrated, or bored?). For example, if (you are) observing at a worksite, and
a student quickly and accurately completes her tasks, interacts well with coworkers, and appears happy, this data may suggest that the student is
successful and enjoys this type. However, after visiting a community
residential setting a student appears withdrawn, this may be an indication
that the particular situation may not be suitable (Test, Aspel, & Everson,
2006; pp. 74). Examples of direct observation formats include:

Example of Task Analysis 1

Example of Task Analysis 2

19

Environmental or Situational Analysis

Environmental analysis, sometimes referred to as ecological assessment,
involves carefully examining environments where activities normally occur. For
example, a youth may express an interest in attending karate classes at the
local YMCA. In this case an environmental analysis might be conducted to
look at transportation needs and the expectations for participates (e.g., being
a member, using the locker room, taking a shower). In a second example, if a
youth expressed interest in a specic type of job like attending to pets at a
local veterinarians ofce, an environmental job analysis could establish job
requirements that match ones skills or potential to learn the skills (Grifn &
Sherron, 1996). A critical part of a job analysis involves the identication of
reasonable accommodations and modications that could help them be
successful (e.g., job restructuring, modifying equipment, acquiring an
adaptive device, re-organizing the work space, hiring a personal assistant)
(Grifn & Sherron, 1996; Test, Aspel, & Everson, 2006). An excellent source
for further information for on the job accommodations and modications is
the Job Accommodation Networks website (http://askjan.org/). Another
area of environmental analysis involves having a structured format for
collecting on the job or job performance data. Some of the more popular
formats in this area include Becker Work Adjustment Prole Prole: 2
(Becker, 2005), Work Personality Prole (Neath & Bolton, 2008), and Job
Observation and Behavior Scale (Stoelting Publishing, 2000). In addition,
most local employers will have an evaluation form for their job site and
positions that can be modied to meet your needs.

Job Site Analysis Survey

Curriculum-based Assessments
CBAs are typically designed by educators to gather information about a
students performance in a specic curriculum (McLoughlin & Lewis, 2005)
(and) to develop instructional plans for a specic student. To gather data an
educator might use task analyses, work samples, portfolio assessments, or
criterion-referenced tests (Test, Aspel, & Everson, 2006, pp. 78). Examples
of CBAs include:

20

Example of Data Sheet 1

Example of Data Sheet 2
Life Centered Career Education (LCCE, Buchar & Brolin, 1987)
Brigance Life Skills Inventory (Brigance, 1994)
Brigance Transition Skills Inventory (Curriculum Associates, 2010)
Brigance Employability Skills Inventory (Brigance, 1995)
Choice Maker Set (Martin, Huber-Marshall, Maxson, Jerman, Hughes,
Miller, & McGill, 2000)

School Performance Measures

Informal curriculum based measures, end of course and grade assessments,
state-wide tests, and observations of student classroom behaviors (e.g.,
participation in group work, on task behaviors, assignment completion)
provide useful information regarding a students strengths, needs, and
interests in the area of academics, relevant to future education or training
environments. Other useful measures include student portfolios, use and
effectiveness of test accommodations, and attendance data.

Transition Planning Inventories

Transition planning inventories involve a process which identies strengths
and needs for a given student as they prepare to transition from school to the
community, including employment, schooling, and independent living. These
inventories encompass various aspects of adult living, including employment,
postsecondary schooling and training, independent living, interpersonal
relationships, adult service needs, and community living. Examples include:

Enderle-Severson Transition Rating Scales Third Edition (Severson,

Enderle & Hoover, 2003)
Supports Intensity Scale (American Association on Mental Retardation,
2004)
TEACCH Transition Assessment Prole Second Edition (Mesibov,
Thomas, Chapman, & Schopler, 2007)
Transition Planning Inventory Updated Version (Clark & Patton, 2009)
Transition to Work Inventory (TWI) (Liptak, 2008)

21

Formal Transition Assessment Methods

Achievement Tests
Achievement tests measure learning of general or specic academic skills.
Achievement tests provide results that can be linked to most occupational
requirements while helping to identify potential areas needing remediation or
accommodation (e.g., reading comprehension). They are usually general
survey batteries covering several subject areas or single-subject tests. They
can be criterion-referenced, norm-referenced, or both. Achievement tests are
usually identied by grade level. It is important to establish the specic
purpose for giving an achievement test to decide what type to use. Examples
include:

Adult Basic Learning Examination Second Edition (ABLE 2, Karlsen &

Gardener, 1986)
Basic Achievement Skills Inventory (BASI, Bardos, 2002)
Kaufman Test of Educational Achievement - Second Edition (KTEA-2,
Kaufman & Kaufman, 2004)
Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/
NU, Markwardt, 1997)
Stanford Achievement Test (SAT -10th Edition)
Wide Range Achievement Test-Revision Fourth Edition (WRAT 4,
Wilkinson & Robertson, 2006)
Woodcock Johnson III (WJ III, Woodcock, McGrew, & Mather, 2001)

Adaptive Behavior and Independent Living

Adaptive behavior assessment helps determine whether a youth needs a postsecondary goal in the area of independent living, including the type and
amount of special assistance they may need to be successful in a given
environment (e.g., residential, self-care, transportation, social communication,
and community participation). This assistance might be in the form of homebased support services, special education and vocational training, and
supported work or special living arrangements such as personal care
attendants, group homes, or nursing homes. These assessments rely on
informed source (e.g., parent, care taker, teacher, student) to provide

22

information. With some assessments respondents are interviewed, while

others have respondents ll out a response booklet.

AAMR Adaptive Behavior Scales School (ABS-2, Lambert, Nihira, &

Leland, 1993)
Brigance Life Skills Inventory (Brigance, 1994)
Independent Living Scales (ILS, Anderson-Loeb, 1996)
Inventory for Client and Agency Planning (ICAP, Bruininks, Hill,
Weatherman, & Woodcock, 1986).
Scales of Independent Behavior - Revised (SIB-R, Bruininks, Woodcock,
Weatherman, & Hill, 1996)
Vineland Adaptive Behavior Scales Second Edition (Vineland II,
Sparrow, Cicchetti, & Balla, 2005)

Aptitude tests
An aptitude test is a measure of a specic ability relative to a given norm
group (e.g., age peers, employees in a given job). Ability involves what a
person can do now or, given the proper opportunity, possibly in the future
(Betz, Fitzgerald, & Hill, 1989). There are two types of aptitude tests: Multiaptitude or general test batteries and single tests measuring specic aptitudes.
General aptitude test batteries contain measures of a wide range of aptitudes
and combinations of aptitudes. A youths performance on these tests provides
valuable information that can help gauge their potential for success in a given
training or educational program or occupation. Single aptitude tests are used
when a specic aptitude needs to be measured, such as manual dexterity,
clerical ability, artistic ability, or mechanical ability. Examples include:

Armed Services Vocational Aptitude Battery (ASVAB, U. S. Department of

Defense, 1999)
Bennetts Mechanical Comprehension Test (Bennett, 2006)
Occupational Aptitude Survey and Interest Schedule3rd ed. (OASIS-3,
Parker, 2002)
O*NET Ability Proler (U.S. Department of Labor Employment and
Training Administration, 2002)
Wiesen Test of Mechanical Aptitude (Wiesen, 1999)

23

Interest Inventories
Strong (1943) was one of the original vocational theorists to stress the
importance of gathering data concerning individuals likes and dislikes for a
variety of activities, objects, and types of persons commonly encountered.
Interest inventories provide the opportunity for individuals to compare their
interest with those of individuals in specic occupational groups or selected
peer groups. Fouad (1999) notes that regardless of specic measure interest
inventories appear to generalize across time. Examples of interest inventories
include:

Becker Reading Free Interest Inventory Revised (Becker, 2000)

OASIS 3 Interest Schedule (Parker, 2002)
O*NET Career Interest Inventory (U.S. Department of Labor, 2002)
Picture Interest Career Survey (Brady, 2007)
Self-Directed Search Forms R (Holland, 1996), E (Holland, 1994, and CE
(Holland & Powell, 1994)
Career Decision-Making System Revised (Harrington & OShea, 2000)
Wide Range Interest-Opinion Test Revised (WRIOT-2, Glutting &
Wilkinson, 2006)

Intelligence Tests
Intelligence tests involve a single test or test battery to assess a person's
cognitive performance. Powers (2006) claries cognitive performance by
describing it as solving novel problems, adapting to new situations, and
demonstrating competence when faced with new learning demands. Fives
(2008) also reminds us that cognitive performance becomes especially
relevant for students expressing interest in an occupation that has ability
requirements beyond their current or projected ability level. Examples of
intelligence tests include:

24

Comprehensive Test of Nonverbal Intelligence (CTONI, Hammail,

Pearson, & Wiederhold, 1997)
Kaufman Adolescent & Adult Intelligence Test (KAIT, Kaufman & Kaufman,
1993)

Peabody Picture Vocabulary Test Third Edition (PPVT-III, Dunn & Dunn,
1997)
Stanford-Binet Intelligence Scales Fifth Edition (SB-5, Roid, 2003)
Wechsler Intelligence Scale for Children-IV (WISC-IV, Wechsler, 2004)
Wechsler Intelligence Scale for Adults Third Edition (WAIS-III, Wechsler,
1997)
Wonderlic Basic Personnel Test (Wonderlic, 1992)

Personality or Preference Tests

Personality inventories measure individual differences in social traits,
motivational drives and needs, attitudes, and adjustment. Personality
measures offer a means of evaluating support for, or opposition to, a career
under consideration. The score alone should not be viewed as a predictor of
success or failure but rather should be compared with other data, including
abilities and interests. Examples include:

Myers-Briggs Type Indicator (MBTI) Instrument Form M (Meyers &

Briggs, 1988)
16 Personality Factors Fifth Edition (16 PF, Cattell, Cattell, & Cattell,
2000)

Career Development Measures

Career development inventories measure developmental stages or tasks on a
continuum. The degree of an individuals career maturity is determined by the
individuals location on the developmental continuum. Examples include:

Career Beliefs Inventory (CBI, Krumbolz, 1991)

Career Decision Scale (CDS, Osipow, Carney, Winer, Yanico, &
Koschier, 1987)
Career Thoughts Inventory (Sampson, Peterson, Lenz, Reardon, &
Saunders, 1996)
Job Search Attitude Survey 3rd Edition (Liptak, 2006)

25

On the Job or Training Evaluations

Perhaps one of the most effective ways to determine whether a student is
ready to work at a given position is some form of on-site assessment. As
noted earlier, most employers will have some form of evaluation tool that can
be modied to meet your needs. In addition, the following assessments
provide information on a students general (i.e., behaviors and skills that
apply to almost any job) employability relative to a training or job site.

Becker Work Adjustment Prole - 2nd Ed. (Becker, 2005)

Job Observation and Behavior Scale (JOBS, Stoelting Publishing, 2000)
Work Adjustment Inventory: Measures of job-related termperament
(Gilliam, 1994)
Work Personality Prole (Neath & Bolton, 2008)

Self-determination assessments
Self-determination has been dened by Wehmeyer, Sands, Doll, and Palmer
(1997) as actions that are identied by autonomous, self-regulated behavior
of an individual, who is empowered and acts in a self-realizing manner.
Fields, Martin, and Miller (1998) added to this denition, indicating that in
order to have self-determination skills one must possess a belief in ones self
and capabilities. Self-determination assessments help determine a students
aptitude and opportunity for specic components of self-determination such as
goal-setting, problem solving, self-advocacy, self-evaluation, persistence, and
self-condence. Self-determination skills have been associated with
independence and self-actuality which in turn have a positive effect on postschool outcomes (Agran et al., 2005). Examples of self-determination
assessments include:

26

American Institutes for Research (AIR) Self-Determination Scale (Wolman,

Campeau, DuBois, Mithaug, & Stolarski, 1994)
The ARCs Self-Determination Scale (Wehmeyer & Kelchner, 1995)

Section 3

Informative Links
and Other Sources
of Information

27

28

Podcasts
http://itcnew.idahotc.com/pages/pastwebinars.htm#feb15-06 - This is a
podcast of a presentation by Gary Clark and Jacque Hyatt on "Using
Assessment Information for Planning Transition Services."

Websites
http://www.cde.state.co.us/cdesped/download/pdf/
TK_TransAssessment.pdf - Produced by the Colorado Department of
Education, Special Education Services Unit. This site offers a brief document
explaining Transition Assessment.
http://education.ou.edu/zarrow/?rd=1 The Zarrow Center at the
University of Oklahoma provides access to a variety of transition-related
assessments and related materials.
http://www.khake.com/page51.html - This page provides links for students
and guidance counselors including resources to self assessments, career
planning, career development and college planning. Additional career
exploration resources for younger students are found on the Career Guides
page. For a more complete list of career and technical education resources in
each state visit the State Career and Technical Education Resources page.
http://www.ksde.org/Default.aspx?tabid=3235 This link provides general
information on various types of transition assessments.
http://www.ncdcdt.org/downloads/guidance_career_counselor_toolkit.pdf Great resource for general and specic information relating to career
counseling services.
http://www.ncwd-youth.info/resources_&_Publications/assessment.html
Career Planning Begins with Assessment: A Guide for Professionals Serving
Youth with Educational and Career Development Challenges. This guide
serves as a resource for multiple audiences within the workforce development
system. Youth service practitioners will nd information on selecting careerrelated assessments, determining when to refer youth for additional
assessment, and additional issues such as accommodations, legal issues, and
ethical considerations. Administrators and policymakers will nd information

29

on developing practical and effective policies, collaboration among

programs,
and
interagency
assessment
systems.
http://www.nsttac.org/transitionstates/map.aspx - Using the google search
function at the bottom of the map, enter the term transition assessment and
13 states will come up. Click on the respective links to locate relevant
materials and tools relating to transition assessment.
http://www.ode.state.or.us/gradelevel/hs/transition/newsletters/2004/
ttvol02issue03.pdf Produced in November 2003 by the Oregon
Department of Education and Transition, this issue of the Transition Toolbox
newsletter focuses on Vocational Transition Assessment-its purpose, types,
and uses, and the role of professionals in the vocational assessment process
and resources for vocational assessment.
http://www.onetcenter.org/guides.html#tests and other assessments helping
you make better career decisions - Testing and Assessment Consumer Guides
by the Occupational Information Network (O*Net) resource Center.
http://www.seattleu.edu/ccts/func_eval/index.asp - A Guide to Functional
Vocational Evaluation was developed in Washington State (October 2004)
by staff at The Center for Change in Transition Services, a Washington State
Needs Project funded by the Ofce of Superintendent of Public Instruction in
collaboration with Seattle University.
http://transitioncoalition.org/transition/module_home.php
Assessing
Students with Disabilities: Transition Planning for the IEP is a website
developed by Gary Clark at the University of Kansas.
http://transitioncoalition.org/transition/assessment_review/all.php - This
page is part of the Transition Coalition Website and includes peer reviews of
various transition assessments.
http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf - The
South Dakota transition staff put this resource together, includes informal
assessments, background information, and a number of assessment resources.

30

http://www.vcu.edu/ttac/transition/assessment.shtml
The
Virginia
Department of Education (VDOE) Assessment Transition Packet was designed
to assist those individuals who might need a structured, coordinated effort
that involves collecting data on students' strengths, preferences, and interests
related to their postsecondary goals. The matrix is a sampling of different
assessments that may be used to dene those goals.

Presentations
http://www.ncset.org/teleconferences/transcripts/2005_10.asp
A
Transcript of NCSET teleconference call held on October 25, 2005, with
associated PowerPoint. Presented by Joe Timmons, (Project Coordinator) and
Mary Podmostko, (Senior Project Associate) from the National Collaborative
on Workforce and Disability/Youth and titled Career Planning Begins with
Assessment

31

32

Section 4

Transition Assessment
Implementation Timeline

33

34

Transition Assessment Implementation Timeline: Suggestions

for Assessment
The following timeline provides educators and service providers with guidance for implementing an on-going transition assessment process. The timeline
suggests that assessment begins as early as elementary school (and is required by age 16 and lower in some states) and evolves over time. Each area
begins with questions to consider when selecting assessment tools. There are
four sections: (a) academic assessment, (b) self-determination assessment, (c)
vocational interest and exploration, and (d) adaptive behavior/ independent
living. Within each section is a list of tools which may be used and suggested
grade levels for administration. It is suggested that some assessments be administered every year and others would be more appropriate for occasional
administration. The list of assessments instruments is not exhaustive, but provides a starting point for practitioners. Please be aware that there are other
transition related assessments for students with disabilities. NSTTAC is not endorsing any programs or products that are sold for prot and described in
this guide. If there are other assessments you feel have assisted in the transition planning process for students and would like for NSTTAC to consider
adding to the timeline please feel free to contact Catherine Fowler
([email protected]).
The Transition Coalitions website provides a link to assessment reviews. Tools
which have been reviewed at that website are so noted in the table below as
Consumer Reviewed and those reviews may be accessed at
www.transitioncoalition.org under the Collaboration tab.

Authors Note: NSTTAC staff developed this resource by extending materials

from Jim Martin at University of Oklahomas Zarrow Center, the West Virginia Department of Education, the Colorado Department of Education, and the
Transition Coalition at the University of Kansas.

35