West Virginia Department of Education



|Transition Assessment is one component of the transition services process identified in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA |

|2004). It is designed to assist a student and the IEP team in identifying preferences, interests and aptitudes about living, learning or education, and work needs |

|for school and post school adult settings. Transition assessments are crucial for successful transition planning and typically occur over time. This document |

|provides a framework for discussion of assessments that might be considered for transition by Groups, describes the Types of assessments that might be included in |

|each group, and provides specific Examples of assessments though not all inclusive. |

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|Web resources for transition: |

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|More information about transition and the connection with the Individualized Education Program (IEP) process can be found at: |

|Transition |Types |Examples Of Assessments |

|Assessment |Of |*The following are merely samples. Career Planning Begins with Assessment () is |

|Groups |Assessments |one guide that provides descriptions of various assessments. |

|Interest |Interview |Armed Services Vocational Aptitude Battery (ASVAB) |

| |Observation |ACT PLAN and EXPLORE |

| |Questionnaire |Campbell Interest and Skill Survey (CISS) |

| |Student ratings |CareerScope Career Assessment and Reporting System |

| |Simulated assessment |COPSystem: Career Occupational Preference Interest Inventory (COPS), Career Ability Placement Survey (CAPS),|

| |Situational assessment |and Career Orientation Placement and Evaluation Survey (COPES) |

| |Work samples |Career Decision Making Tool- |

| |Internet inventories |O*NET Interest Profiler- |

| | |Pictorial Inventory of Careers (PIC) |

| | |Reading Free Vocational Interest Inventory 2 (RFVII 2) |

| | |Voc-Ties and Career Development Plan |

| | |Informal Inventories, questionnaires, checklists |

| | |Situational Assessments (actual or simulated) |

|Vocational |Certification measures – |Armed Services Vocational Aptitude Battery (ASVAB) |

|aptitude |Career and Technical Education|Brigance Life Skills/Employability Skills Inventories |

| |completers, End of Course |Bennett Hand Tool Dexterity Test |

| |Exams |Crawford Small Parts Dexterity Test |

| |Credentialing measures – |Talent Assessment Program-TAP |

| |Nationally administered and |VALPAR Work Samples |

| |standardized evaluations |Practical Assessment Exploration System (PAES) |

| |Occupational specific or |ACT WorkKeys |

| |situational assessments |McCarron-Dial Evaluation System (MDS) |

| | |Occupational Aptitude Survey and Interest Schedule (OASIS) |

| | |Informal Inventories, questionnaires, checklists, observation |

| | |Situational Assessments-actual or simulated |

|Academic |Individual achievement |ACT-American College Testing |

|skills |measures for eligibility |SAT and PSAT-College Board |

| |Statewide achievement measures|Armed Services Vocational Aptitude Battery (ASVAB) |

| |National achievement measures |General Educational Development Test (GED) |

| |Adult measures |Kaufman Test of Educational Achievement (KTEA) |

| | |Key Math |

| | |Peabody Picture Vocabulary Test (PPVT) |

| | |WV WESTEST |

| | |WV Alternate Performance Task Assessment (APTA) |

| | |Tests of Adult Basic Education (TABE) |

| | |Test of Written Language (TOWL) |

| | |Wechsler Individual Achievement Test (WIAT) |

| | |Wide Range Achievement Tests (WRAT) |

| | |Woodcock-Johnson Tests of Achievement (WJ III) |

| | |Woodcock Reading Mastery |

| | |ACT WorkKeys |

| | |ACT PLAN and EXPLORE |

|Learning styles |Generalizable skills-stamina, |WorkKeys |

|and |following a schedule, motor |Rating Scales |

|work readiness |skills, basic academics, |Environmental assessment |

|skills |manual dexterity |Personality measures |

| |Employability/Soft work |Communication assessment |

| |skills-cooperative work, |Community work experience assessments and reports |

| |attendance, following orders |Temperament Inventories |

| |Assistive technology |Informal Inventories, questionnaires, checklists, observation |

| |Communication Skills |Situational Assessments-actual or simulated |

|Independent living |Self Determination |Transition Planning Inventory (TPI) |

|skills |Transition planning |Test of Adult Basic Education (TABE) |

| |Inventories |Brigance Life Skills/Employability Skills Inventories |

| |Personal care |Scales of Independent Behavior (SIB) |

| |Personal hygiene |Observations |

| |Safety/Environmental |Interviews |

| |Nutrition |Informal Inventories, questionnaires, checklists, observation |

| |Mobility |Situational Assessments-actual or simulated |

| |Home maintenance | |

|Psychological and |Intelligence and cognitive |Wechsler Intelligence Scale for Children IV (WISC IV) |

|cognitive |measures |Wechsler Adult Intelligence Scale IV (WAIS IV) |

|skills |Social skills |Conners’ Rating Scales (CRS) |

| |Adaptive behavior, social and |Childhood Autism Rating Scale (CARS) |

| |emotional measures |Stanford-Binet (S-B) |

| |Medical measures |Woodcock-Johnson III Cognitive (WJ III) |

| | |Achenbach System of Empirically Based Assessment (ASEBA) |

| | |Behavioral Assessment System for Children (BASC) |

| | |Transition Planning Inventory (TPI) |

| | |Vineland Adaptive Behavior Scales (VABS) |

| | |Scales of Independent Behavior (SIB) |

| | |Social Skills Rating System (SSRS) |

WV Department of Education

Office of Special Programs

December 2008

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