Transition Assessment
Review of Concepts in
Flexer, Simmons, Luft, & Baer
Areas of Assessment as Identified by DCDT
• Ongoing process
• Strengths, needs, preferences &
interests
• Relating to current & future
environments
• Form the basis for defining goals &
services (to be included in the IEP)
• Read more starting on pages 114 of your text.
Transition Assessment
• Clarify your understanding of these
assessment related concepts:
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Reliability
Validity
Criterion-referenced
Norm-referenced
• If you are not knowledgeable of these
concepts review them using Chapter 5 of
your textbook
IDEA Requirements
Relative to Transition Assessment
• Greater emphasis on informal
assessments
• Performance in specific environments/across
environments
• Current and future
• Also students on an IEP should be
assessed for assistive technology
• Degree of participation in general
education
Portfolio Assessment
• Documentation of student’s
knowledge/skills/planning
• Evaluation of student’s progress over
time
• Document academic and career
development
• Authentic assessment
• Documented performance
Portfolio Assessment
• Identify criteria for selecting materials
• Student involvement in identifying
criteria and materials
• Criteria for evaluating materials
• Opportunity for self reflection by the
student
Situational Assessment
• Systematic observation process for
evaluating behavior in
environments as close as possible to
the individual’s future living,
working, or educational
environment
Situational Assessment
Potential Evaluation Areas in Work Environment
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Getting along with others.
Accepting criticism
Following directions
Punctuality & attendance
Productivity
Organization
Work Samples
• Work sampling defined as “work activity
involving tasks, materials, and tools
which are identical or similar to those in
an actual job or cluster of jobs” Fry &
Botterbusch, 1988
• Can be used to assess interests, abilities,
work habits, and personal/social skills
Categories of Work Samples
• Commercial
• Found in vocational evaluation units,
rehabilitation services
• Standardized
• Locally developed
• Developed on basis of local job analysis
• Standard set of directions, tasks, materials &
key behaviors to observe
Behavioral Assessment
• Assess functional relationships between
training and observed behavior
• Anecdotal recording A-B-C
• Measurement of behavior
• Review the description on pp. 132-133