Vocational Evaluation Instruments
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ACHIEVEMENT TESTS
Achievement tests assess acquired academic
skills, ordinarily reading, written language and
spelling, and mathematics. These areas are
typically assessed throughout a student’s school
years. Special education requires information
regarding a student’s school achievement and the
academic skills acquired through educational
experience. With the FVE, it is necessary to view
this information from the viewpoint of skills
acquired through vocational experience.
Adult Basic Learning Examination (ABLE)
This examination has items with adult content
and is used to assess the achievement level of
adults with varying amounts of formal
schooling. Reading level is described as ability
to read standard print.
Publisher: The Psychological Corporation,
1986
Keymath - Revised
This measures mathematic concepts and skills
in basic concepts, applications, and
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operations. Individually administered in 35 to
50 minutes.
Publisher: American Guidance Service, 1988
The Nelson-Denny Reading Test
Paper and pencil format to assess reading
comprehension, vocabulary development, and
reading rate. Individual or group administration
with total administration time averaging 45
minutes.
Publisher: The Riverside Publishing Company,
1981
Peabody Individual Achievement Test - Revised
(PIAT-R)
Six subtests: General Information, Reading
Recognition, Reading Comprehension,
Mathematics, Spelling, and Written
Expression.
Publisher: American Guidance Service, 1989.
Wide Range Achievement Test 3 (WRAT-3)
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This test has three subtests, Reading, Spelling,
and Arithmetic. The Reading subtest is
administered individually, but Spelling and
Arithmetic subtests can be administered to
groups.
Publisher: Jastak, Wide Range, Inc., 1993
Woodcock Reading Mastery Tests- Revised (WRMTR)
Form G has six subtests: Visual-Auditory
Learning, Letter Identification, Word
Identification, Word Attack, Word
Comprehension, and Passage Comprehension.
Administered individually, requires 10 to 30
minutes for each subtest.
Publisher: American Guidance Service, 1987
Woodcock-Johnson Psychoeducational Battery:
Tests of Academic Achievement - Revised
This academic test is commonly used by
school districts, and assesses reading,
mathematics, and written language.
Administered individually.
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Publisher: DLM
APTITUDE TESTS
Aptitude tests differ from achievement tests in that
the purpose is to predict success in a future
vocational endeavor. Students may not always
score the same on each aptitude test. With
additional education or training the results can
change. Although these tests are useful when
developing a career profile for a student, it should
be noted that aptitude tests may not be preferable
with students that are severely cognitively
disabled. Using job site assessment may be more
helpful in gathering information about these
students.
APTICOM (computerized vocational assessment
system)
This is a computer-based assessment battery
consisting of tests in three areas. These are
aptitudes, interests, and educational levels of
students in regular or special education. This
test assesses aptitudes as defined by the
Department of Labor. Prints out 20-30 page
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summary. Reading level: grade 4-5. Average
time for completion is less than 30 minutes.
Publisher: Vocational Research Institute
Bennett Mechanical Comprehension Test (BMTC)
This test is designed to measure a student’s
mechanical ability to include spatial
knowledge, tool knowledge using written
questions and pictures of gears, hydraulics,
pulley systems, etc.
Publisher: The Psychological Corporation,
1980, 1994.
Career Ability Placement Survey (CAPS)
There are eight subtests: Mechanical
Reasoning, Spatial Relations, Verbal
Reasoning, Numerical Ability, Language Usage,
Word Knowledge, Perceptual Speed and
Accuracy, and Manual Speed and Dexterity.
Publisher: Educational and Industrial Testing
Service (EdITS), 1976.
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Computerized Assessment (COMPASS)
(computerized vocational assessment system)
This test measures an individual’s skills,
knowledge, and abilities as they relate to jobs
and training programs. It is designed as a way
to quickly establish work-related and academic
skills, highlighting areas that may need
further assessment. Includes 12 computerbased subtests, three out-of-computer work
samples, and two out-of-computer surveys.
The entire battery can be administered in
approximately 70 minutes. Criterionreferenced to the Department of Labor system
of job analysis and classification.
Publisher: VALPAR International Corporation.
Differential Aptitude Tests, Fifth Edition (DAT)
Designed for junior and senior high school
students, this test measures the student’s
ability to learn or succeed in the following
areas: mechanical reasoning, verbal
reasoning, numerical reasoning, and space
relations. There are two forms: one for grades
7-9 and one for grades 10-12.
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Publisher: The Psychological Corporation,
1990 (Computerized Adaptive Edition, 1987).
General Aptitude Test Battery (GATB)
This test was developed in 1950 by the United
States Department of Labor’s Employment and
Training Department. It assesses nine
aptitudes. It is designed for group
administration. It was originally intended for
Employment Security applicants, but has been
used by many other agencies.
Publisher: U.S. Department of Labor
Practical Assessment Exploration System (PAES)
A classroom simulated work environment
which evaluates basic skills in three major
areas: Business, Consumer/Home Economics,
and Industrial Technology.
Publisher: Talent Assessment, Inc.
System for Assessment and Group Evaluation
(SAGE) (computerized vocational assessment
system)
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This system targets junior high, secondary and
postsecondary students and persons with
disabilities. With some modifications this could
be used with students with mild mental
retardation. There are a total of 17
tests/instruments. This measures the U.S.
Department of Labor’s aptitudes, General
Educational Development, interests, work
attitudes, and temperaments incorporating the
Dictionary of Occupational Titles’ job
descriptions. Reading level does not exceed
4th grade. Administration takes 4 to 5 hours.
Publisher: Train-Ease Corporation, PESCO
Valpar Computerized Assessment System 2000
(computerized vocational assessment system)
This system has an integrated module system
which can either be used in a self-contained
manner, or as part of the overall system
accessing data from other modules. Some of
the modules are the Career Planner, the
Interest Survey, COMPASS (computerized
assessment), TECO (Test Conversion) and
databases to include Dictionary of
Occupational Titles and job descriptions of
over 12,500 jobs. The assessment module
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includes Work Samples, designed to measure
a person’s work knowledge and skills.
Publisher: Valpar International Corporation
Valpar Magellan: An Explorer Program
Magellan is a Windows based software system
available for network or individual use. The
program includes interests, temperament and
skills assessment. Students can explore career
options using an extensive database. It can
assign career pathways. The assessment
portion can be self-administered, requiring no
staff time. There is an optional curriculum with
student workbooks available.
Publisher: Valpar International Corporation
Armed Services Vocational Aptitude Battery
(ASVAB)
The test is intended for use in educational and
vocational counseling and to develop interest
in the Armed Forces. It is administered free of
charge to participating high schools by the
Department of Defense personnel. It has ten
subtests: general science, Arithmetic
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Reasoning, Word Knowledge, Paragraph
Comprehension, Numerical Operations, Coding
Speed, Auto and Shop Information,
Mathematics Knowledge, Mechanical
Comprehension, Electronics Information. With
prior arrangement, students with disabilities
can be accommodated. Students not
interested in the Armed Forces can benefit
from the information. The school counselor
would likely be a good contact for information.
Publisher: United States Military Entrance
Processing Command
INTERESTS TESTS
Identifying a student’s interests often seems the
simplest component of the functional vocational
evaluation. Yet it is often the most difficult, given
the limited experience a student may have. There
are three general ways to determine interests.
These are:
Expressed - The student will tell the teacher
what it is they are interested in, through formal
interview or informal conversation.
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Tested - Formal interests test will identify an
interest area and/or specific occupations.
Demonstrated - The student demonstrates
interest in a particular occupation through
their enthusiasm and satisfaction on the job.
When selecting an interest inventory, it is
important to know the reading level required by the
inventory and the student’s reading ability. There
are inventories that can be read to a student and
will not affect the results. The strongest affect on
the results will be the student’s experiences and
the work experiences of his/her family.
Career Assessment Inventory (CAI)
Considered to be oriented more towards the
nonprofessional occupations. Paper and pencil
or on-line test, with sixth grade reading level
for the Vocational Version, eight grade reading
level for the Enhanced Version.
Publisher: National Computer Systems, Inc.
COPSystem Interest Inventory Form R (COPS-R)
Can be administered individually or in groups.
Takes 20 to 30 minutes. Paper and pencil, no
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reading level specified. Possible to give this
orally to class.
Publisher: EdITS, 1983
GEIST Picture Interest Inventory: Revised (GPII-R)
The description of this inventory suggests that
it is designed for use with culturally different
and educationally deprived individuals. Also
available is a Motivation Questionnaire to
examine the motivation behind the
occupational choices the student makes. This
can be read aloud by the examiner if the
student has a reading disability.
Publisher: Western Psychological Services,
1971 revision.
Kuder Occupational Interest Survey (KOIS)
Assesses the interests of 10th graders to
adults in occupational area related to
education and occupations. Sixth grade
reading level.
Publisher: CTB/McGraw-Hill, 1991
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Reading-Free Vocational Interest Inventory Revised (R-FVII)
This survey is designed for use with individuals
with mental retardation, learning disabled or
disadvantaged, age 13 through adult. No time
limits, but publisher says it takes 20 minutes
to administer, individually or group. No reading
required.
Publisher: The Psychological Corporation,
1988.
Strong Interest Inventory
Paper and pencil test, no time limits but
usually takes about 25 to 3 minutes. Can be
self-administered, individually or group
administered. Available in Spanish, French
Canadian and Hebrew.
Publisher: Consulting Psychologist Press, Inc.
1994
WOIS Career Explorer
This program is specifically designed for junior
high, middle school and special need students.
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It has information on occupations, and is
organized by career pathways. The interest
survey is 14 questions with 5th/6th reading
level.
Publisher: WOIS/The Career Information
System
Wide Range Interest-Opinion Test - (WRIOT)
This is an interest survey that does not require
reading or English language understanding.
The student looks at three pictures and
chooses the most liked and the least liked.
This can be administered in 40 minutes
individually, or 50 to 60 minutes to groups.
Publisher: Jastak, Wide Range, Inc., 1979.
WORK ATTITUDES, BEHAVIOR AND
TEMPERAMENTS TESTS
There are many assessment tools and surveys that
will give information on a person’s self-awareness
in relation to vocational choices. These surveys are
the student’s own perception of his or her self.
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Others may not see the student in the same way or
may not necessarily agree with the results of the
survey, but there is valuable information from
knowing the student’s perception. These surveys
may not be useful with students with severe
cognitive disabilities or accurately describe their
self-perception. This may be due to the student’s
inability to fully comprehend the questions.
Brigance Employability Skills Inventory
This test assesses basic skills and
employability skills needed to gain
employment and maintain employment. Areas
assessed: Reading Skills, Speaking and
Listening, Career Awareness, Pre employment
Writing, Job-seeking Skills and Knowledge,
Math Skills and Concepts. Results are
recorded in a Learner Record Book that
becomes record of ongoing assessment,
objectives, and progress.
Publisher: Curriculum Associates
Meyer-Briggs Type Indicator (MBTI)
This test has four main preference areas.
These are Extroversion or Introversion, Sensing
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Perception or Intuitive Perception, Thinking
Judgment or Feeling Judgment and Judgment
or Perception. Form G is generally used for
career counseling. This can be given to
individuals, groups, or for self-administration,
taking approximately 20 to 30 minutes.
Publisher suggests this is suitable for age 14
to adult, reading level eighth grade. Available
in Spanish.
Publisher: Consulting Psychologists Press
Social and Prevocational Information Battery Revised
This is designed to assess the student’s
knowledge of employability, economic selfsufficiency, family living, personal habits, and
communication in persons with mild mental
retardation. This may also be used with
students with learning disabilities. Most items
are either true/false or involve looking at
pictures and choosing a response. This can be
administered individually or to groups of 10 or
less. Items are administered orally by the
administrator. There are nine tests: Purchasing
Habits, Budgeting, Banking, Job-Related
Behavior, Job Search Skills, Home
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Management, Health Care, Hygiene and
Grooming. It is recommended that the nine
tests take place in three sessions within one
week. Administration time is 15 to 25 minutes
for each test.
Publisher: CTB/McGraw-Hill, 1986.
Work Personality Profile
This assessment is an observational
instrument designed to assess work
requirements. The five scales include task
orientation, social skills, work motivation, work
conformance and personal presentation. This
is rated by an evaluator that is familiar with the
student’s work behavior, following an
observation period. It is used to identify areas
that may need remediation so that a person
could achieve or maintain employment. This
was normed on a rehabilitation population. No
particular skills are needed of the evaluator.
Publisher: Arkansas Research and Training
Center, 1986
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