Domain 2: Assessment
2.1 Explain transition assessment results to students and families.
2.2 Apply transition assessment results to students' transition plans.
2.3 Use a variety of formal and informal assessment methods during transition planning.
2.4 Use assessments to identify students' strengths, interests, and preferences.
2.5 Conduct assessments for critical transition outcomes (i.e., postsecondary education, employment, independent living).
2.6 Modify or adapting assessments when current measures are not applicable for a student.
2.7 Match interests, preferences and strengths of students with jobs or careers.
2.8 Evaluate usefulness of current transition assessments.
2.9 Coordinate or conduct assistive technology assessments for transition when needed for a student.
2.10 Develop accommodations and modifications for state and
district testing.
2.11 Support students in taking state and district assessments.
References
Field, S., & Hoffman, A. (2007). Self-Determination in Secondary Transition Assessment. Assessment for Effective Intervention, 32(3), 181–190. https://doi.org/10.1177/15345084070320030601
Gaumer Erickson, A.S., Morningstar, M. E., Lattin, D.L., & Cantrell, L. (2008). Transition Assessment Planning Form. Lawrence, KS: University of Kansas, Transition Coalition.
Debra A. Neubert (2003) The Role of Assessment in the Transition to Adult Life Process for Students With Disabilities, Exceptionality, 11:2, 63-75, DOI: 10.1207/S15327035EX1102_02
Schirmer, R. (2017, October). Sped 858: Assessment for Transition Planning. Running Project Part 1. University of Kansas, Lawrence, KS.
Schirmer, R. (2017, September). Sped 858: Assessment for Transition Planning. Running Project Part 2. University of Kansas, Lawrence, KS.
Sitlington, P. L., Neubert, D. A., Begun, W. H., Lombard, R. C., & Leconte, P. J. (2007). Assess for Success: A practitioner's handbook on transition assessment (2nd ed.) (pp. 1-10). Thousand Oaks, CA: Corwin Press.
Zarrow Center for Learning Enrichment, The University of Oklahoma (February 22, 2019). Retrieved March 24, 2019 from http://www.ou.edu/education/centers-and-partnerships/zarrow
Transition assessment supports students and transition teams in identifying an individual's strengths, needs, and preferences to shape post-secondary goals. Assessment can help guide a student's course of study in high school to prepare students for post-school education and employment. Transition assessment can also help teams identify programs, services and support needs for students to facilitate achievement of post-secondary goals (Neubert, 2003).
The Transition Assessment Planning Tool can help teams identify areas of transition that need additional assessment to help students plan for their futures.
Competencies addressed: 2.3, 2.4
Transition Assessment
There are many definitions of self-determination, however, certain elements are contained within each definition:
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knowledge of self,
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applying knowledge of self to form a goal for the future,
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and recognizing the importance of self in attaining goals.
Self-determination needs to be assessed in order to develop these skills throughout high school and transition programming. Self-determination helps students identify strengths, preferences and weaknesses, participate in goal setting and develops a sense of ownership in their transition plan making it more likely to be carried out (Field and Hoffman, 2007). The University of Oklahoma's Zarrow Center offers many resources to assess and teach self-determination skills.
Competencies addressed: 2.2, 2.4
Self Determination
Transition teams have a variety of resources to draw information from that can be categorized as formal or informal. Some examples of formal assessment could be SAT, ACT, or other standardized testing. On the other hand, informal assessments can consist of interviews, surveys, observations, questionnaires and checklists.
The Transition Coalition has compiled a quick reference table of commonly used assessments organized by transition categories to help transition teams plan for assessment (Stiltington, Neubert, Begun, Lombard and Leconte, 2007).
Competencies addressed: 2.4, 2.5, 2.7
Types of Transition Assessment
Transition assessments are linked to outcomes by providing information to teams so they can write post-secondary goals that reflects students, preferences, needs and interests (Neubert, 2003). The following document reflects how assessment data can be collected in a variety of ways and then be used to write measurable post-secondary goals. The interview process with the student also exemplifies how accommodations can be used by restating the question in a different way so the student can respond and have his voice heard.
Competencies addressed: 2.2, 23, 2.4, 2.7
Linking Assessment to Outcomes
