Situational Assessment
Occupational skills and work behaviors can be assessed in situational work assessments and include capacities and competencies to
perform essential job duties of specific competitive employment positions. For example, the measurement of the youth’s keyboarding
proficiency may be predictive of her/his abilities to succeed in a job where duties require minimum standards of speed for data entry
or word processing. Situational assessments offer a student the opportunity to perform job tasks in real work environments under
real work conditions. Participation in a variety of situational assessment situations across work settings may provide insight for the
student into her or his employment preferences as well as skills and abilities. A variety of job types should be explored, and the
student's reaction to each recorded to compare which may be her or his most preferred job type. Students performing real work in
multiple work environments can also provide school personnel information about the student's work characteristics, interests, skills,
and abilities, learning style and workplace support needs.
A situational assessment can be utilized for:
 Transition age IEP development of employment /education/training post-secondary goals
 Progress monitoring of annual goals
 Information for ACCES VR and community agency referral
Situational Vocational Assessment - Real work settings are used to enable the student to explore vocational aptitudes, to demonstrate
the types of support services needed to enhance optimal performance, or to assist the student to acquire specific skills and abilities.
This on-the-job assessment considers what has been learned and how; what aptitudes are demonstrated; and what training and support
strategies are necessary for developing competencies.
Functional Vocational Assessment –an assessment to determine a student’s strengths, abilits and needs in an actual or simulated work
setting or in real work sample experiences.
Situational Assessment Form revised by Capital Region/North Country RSE-TASC
Sept. 2011
Situational Assessment
Name:
date:
Worksite____________________________ Job Title:_____________________________
Entry Employment Standard
Signif. Below EES (<50%)
Skill
Refuses to complete
Accountability, reliability
task given
Responsibility
Never demonstrates a
Attitude
positive attitude about
work
Does not
Self-advocacy
communicate
Communication
needs/wants
Social Behavior
Does not follow
Dress/Attire
worksite dress code
Visibly dirty, needs
Hygiene
major grooming &/or
has an offensive odor
Honesty
Flexibility
Cooperation
Team player
Initiative
Problem solving
Respect
Attendance:
Not honest in many
situations – cannot be
trusted
Never willing to
switch tasks & does not
make transitions
Never cooperates &
does not work well with
others
Never starts a task
independently
Does not attempt to
come to a solution
independently
Does not demonstrate
respect for self or others
# days attended____________
Below EES (50-65%)
Level of support provided: _______%
Approaches EES (65-80%)
Meets EES (80-100%)
Completes less than ½
of the tasks proficiently
Rarely demonstrates a
positive attitude about
work
Communicates needs/
wants, but not in an
appropriate manner
Follows dress code
inconsistently
Visibly dirty, needs
minor grooming &/or
has an offensive odor
Completes majority of
Completes all tasks
the tasks proficiently
given with proficiency
Demonstrates a
Demonstrates a
positive attitude about
positive attitude about all
work in some situations work situations
Only honest when
closely monitored and
prompted
Switches tasks and
only makes transitions
with repeated prompts
Seldom cooperates &
rarely works well with
others
Rarely starts a task
independently
Attempts to come to a
solution independently
when prompted
Demonstrates respect
for self or others with
repeated prompts
Honest in all situations
– can be trusted
Is inconsistent
communicating needs/wants
in an appropriate manner
Consistently communicates
all needs/wants in an
appropriate manner
Follows dress code
with prompting
With prompting,
visibly clean, needs
minor grooming & has
no odor
Generally honest but
may need prompting
Follows dress code
consistently
Clean, well-groomed &
has no odor
Willing to switch tasks
when asked and transitions
wit minimal prompts
Willing to switch tasks when
asked and transitions without
prompts
Cooperates & works
well with others when
prompted
Most often starts a
task independently
Always cooperates &
works well with others
Attempts to come to a
solution independently, but
may require assistance
Demonstrates respect
for self and others with
few prompts
# Days Scheduled_______________
Always starts a task
independently
Comes to a solution
independently
Independently
demonstrates respect for
self and others
Identify assessment results under both skill level and productivity
Tasks
Assigned work
done accurately
to company
standards
Asks for help
appropriately
Uses equipment
properly/safely
Understands,
follows work
policies
Follows
health/safety
guidelines
Monitors own
work
Accepts
constructive
criticism
Works as part
of team
Works thru
conflict
Learns new
skills related to
job
Accepts new
job assignment
Completes
Completes
Completes
Above
Average
Low
Poor
95% -100%
85% - 95%
85% - 50%
required
productivity productivity productivity
independently independently independently productivity
1. ACCESSVR status:
Other Community Agency Referral
[ ] Open/active
[ ] Open/active
[ ] not yet referred
[ ] not yet referred
2. Student’s Post-secondary employment goal:
3. Level of support necessary for employment:
[ ] Supported Employment
[ ] Independent Placement
4. What instructional techniques were effective for directing and re-directing the student?
[ ] Verbal
[ ] Model/gesture
all that apply
[ ] Physical
5. In which skill areas will additional training be necessary – barriers to employment?
all that apply
[ ] Responsibility
[ ] Attitude
[ ] Communication
[ ] Attire
[ ] Hygiene
[ ] Polices
[ ] Honesty
[ ] Flexibility
[ ] Cooperation
[ ] Initiative
[ ] Problem solving [ ] Respect
[ ] Self-advocacy
[ ] Attendance
6. Indicate strategies to develop competencies:
( 1.)
( 2.)
( 3. )