CHAPTER 3 SELECTING AND USING ASSESSMENTS

Introduction
This chapter will address three issues: (a) the institutional assessment needs of workforce
development organizations, (b) the assessment needs of individual youth to help make
informed choices about their careers, and (c) the practical needs of practitioners for
information about how to select and use different assessment tools. At the end of this
chapter, !hibit ".# contains information that can be used to help with the selection and
use of assessments, including a directory of commonly used published tests.
Meeting Institutional Assessment Needs
Agencies and organizations in the workforce system use assessments to meet institutional
needs in two ways$to determine a youth%s eligibility for services and to document
achievement of program goals by assessing the progress of program participants. The
number of participants served and achievement of program goals can impact the amount
of funding an organization receives.
&unding for the youth programs considered in this guide may come from the 'epartment
of ducation, the 'epartment of (abor, other federal agencies, states, local governmental
agencies, or a combination of these. Table #.) in *hapter # summarizes the eligibility and
assessment re+uirements of ,'A, -,A Title ,, and the .ehabilitation Act. /ore specific
information on assessments mandated or permitted by several federal funding sources
may be found in Appendi! A. (/andated assessments are those re+uired for all applicants
or participants. 0ermitted assessments may be provided for some applicants or
participants if appropriate or under certain circumstances.)
Assessing progress can be complicated, since the outcome measures re+uired by different
funding sources often vary, sometimes significantly. ,n order to address this problem, the
0resident%s )11# /anagement Agenda included the development of common
performance measures for the evaluation of similar programs. ach federal agency and
individual programs within those agencies are charged with developing instructions to the
field about how these common measures will be incorporated into their uni+ue reporting
re+uirements, and there are various time lines in place for launching the common
measures. The first agency to do so was the mployment and Training Administration
(TA) at the 2.3. 'epartment of (abor. The common measures for adult and youth
programs are indicated in Table ".#:
TALE 3! "# Em$lo%ment And Training Common Measures
Adult
4 ntered employment
4 Average earnings
4 mployment retention
5outh
4 0lacement in employment or education
4 (iteracy and numeracy gains for out$of$school youth
4 Attainment of degree or certificate
The youth measure that is most commonly provided through an individual assessment in
workforce settings is the gain in literacy and numeracy skills (for those who are deficient
in basic skills). ,n order to achieve a positive outcome on this measure, youth will have to
increase one or more educational functioning levels (&(s) as measured in pre$ and post$
tests for adult basic education or nglish as a second language. The 2.3. 'epartment of
ducation re+uires that these assessments are cross$walked, or e!plicitly linked, to the
&(s. *urrently cross$walked instruments include *A3A3, TA6, A6(, -ork7eys,
and 63T. (3ee the 'irectory of 0ublished Tests at the end of this chapter for a
description of these tests.)
&or more information on the common performance measures, refer to the 'epartment of
(abor%s Training and mployment 8uidance (etter (T8() 9o.#:$1; (&ebruary #:,
)11<) (http:==wdr.doleta.gov=directives= corr>doc.cfm?'@*9A)#B;). The T8( contains
a list of the programs subCect to the common measures, definitions of key terms,
e!planations of the common measures, and descriptions of the educational functional
levels.
6ecause youth with disabilities are e!pected to achieve the same gains as other students,
it is critically important that appropriate assessment accommodations are provided for
these students in order to ensure they can accurately demonstrate their knowledge. /any
youth and youth service practitioners are unaware of the accommodations available for
any given assessment instrument. 'etermining appropriate accommodations may re+uire
both contact with the test publisher and contact with government officials.
The T8( also lists &(s for individuals in nglish as a 3econd (anguage programs.
These programs, besides using the assessments mentioned above, many incorporate
3tudent 0erformance (evels (30(s), which are descriptions of nglish language
proficiency levels for adult non$native speakers of nglish. 30(s describe how an
individual performs in three areas: speaking and listening, reading and writing, and
functional and workplace literacy. &or more information on 30(s, go to the *enter for
Adult nglish (anguage Ac+uisition at http://www.cal.org/caela/tools/program
%5Fdevelopment/elltoolkit/.
Meeting An Indi&idual's Assessment Needs
/any young people leave high school uncertain of their interests and abilities and
unprepared to choose or pursue a career. ffective career planning and assessment for
transition$age youth allows them to consider multiple options, act with self$advocacy,
bridge academic and career plans, and e+uip themselves with critical information (6orgen
D Amundsen, #BB;).
,n order to help youth become skilled at making informed choices and acting on them, the
programs that serve them should have career planning activities and assessment
procedures in place, and these should be readily accessible upon entrance to the program.
@ften there is one person in a program or agency who coordinates youth services and
activities$a teacher, counselor, social worker, or staff person in a youth$serving program.
This transition resource professional often will be responsible for setting up meetings to
help the young person formulate education, training, or employment plans. Ee or she will
follow up with the youth to develop written obCectives and work with other entities to
ensure that appropriate records and assessment data are available. To help a young person
with disabilities to develop a comprehensive plan, the transition resource professional
must understand the various community transition systems, including those providing
medical, mental health, financial, and independent living resources. ,n addition, because
each youth comes to the assessment process with a uni+ue set of issues and needs,
transition resource professionals have the challenging task of understanding an
individual%s background and the implications for transition plans. This information can be
collected through interviews, observations, and records. 0sychological and medical
history records may or may not be part of the process at this point, depending on
individual circumstances.
To be useful, records containing background information, prior interviews and
observations, histories, and testing must be up$to$date. -hether or not prior assessment
results are considered current can often be determined from publishers% materials or
through consultation with an assessment professional. ,f an individual%s situation has
recently changed (because of schooling, training, onset of a disability, therapy, treatment,
etc.), new assessments may be needed. .ecords should be reviewed with an eye to
assessing their value in supporting a youth%s future academic or career planning needs. ,f
outdated or lacking validity, records may inappropriately limit a young person%s options.
Care(ul consideration s)ould *e gi&en to +)et)er (ormal assessments using
$u*lis)ed tests are needed onl% a(ter com$leting t)oroug) inter&ie+s, o*ser&ations,
and a re&ie+ o( records!
C)oosing Pu*lis)ed Tests And Assessments
*ompiling sufficient data for career planning may re+uire the use of commercially
prepared and published tests. These assessments must be chosen with the ultimate goal of
helping the individual $this includes considering the effects of the individual%s disability
on the results of the testing process.
There are a number of factors to consider when choosing tests and assessments. The ideal
assessment instrument is (a) reliable, (b) fair, (c) valid, (d) cost$effective, (e) of
appropriate length, (f) well$matched to the +ualifications of the test administrator, (g)
easy to administer, (h) able to provide easy$to$understand results, and (i) appropriate for
the individual%s needs. 6alancing these factors can be difficult. ach of these factors is
discussed in detail below.
#. .eliability. A reliable test provides consistent results over timeF in other words,
students with the same reading level who take a reading test would have very similar if
not identical scores on the test regardless of when they take it, assuming their reading
levels did not change over time. 0ublishers% -eb sites or test manuals often cite research
establishing the reliability of test instruments. ,f no information is provided about test
reliability, the test should be used with caution and should not be used as the only source
of information for making important decisions about the youth tested.
). &airness. &air tests are free from bias and conform to recognized test administration
standards and ethics. &or e!ample, standardized tests must be administered e!actly
according to the directions with only specified accommodations permitted. *ultural and
linguistic differences can affect the fairness of a test. &or e!ample, children from rural
areas might have difficulty with a reading comprehension test based on a passage
describing a subway trip. ,mmigrant youth from l 3alvador may not understand
+uestions in a career interest inventory if they are written in /e!ican 3panish.
&airness can also be affected by the test$taker%s familiarity with testing processes. &or
e!ample, people who have never used GbubbleG answer sheets may become so confused
by the process that their scores are affected. @ther factors may include fluency in the
language in which the test is given, familiarity with the test administration mode
(computer, pencil and paper), and prior e!periences or cultural familiarity with tests.
0ractice sessions can be useful to help with these issues. Test administrators should also
observe youth as they mark answers to see if they have difficulty with the answer sheets.
&or more information on construction and characteristics of various tests, see 7apes and
-hitfield ()11)).
!hibit H.) in *hapter &our is a sample of a fair testing practices code that reflects
accepted practices in education.
". Ialidity. Ialidity is Gthe e!tent to which a test measures what its authors or users claim
it measuresF specifically, test validity concerns the appropriateness of the inferences that
can be made on the basis of test resultsG (3alvia D 5sseldyke, )11H, p. <B"). ,f a test is
valid for one group or population, it may not be valid for another group. &or e!ample, if a
test of mathematical reasoning is based on a tenth grade reading level, a low score for a
test$taker with a si!th grade reading level may reflect either the test$taker%s reading level
or mathematical reasoning ability. *are should be taken when testing youth with
disabilities and when selecting accommodations so as not to affect validity.
H. *ost. *ost can sometimes be a deciding factor in selecting tests. 0ublished assessment
instruments have a wide range of costsF higher priced tests are not necessarily better, and
care should be taken to choose appropriate instruments for the task at hand.
There are a variety of factors to be considered in determining cost$effectiveness. 3ome
ine!pensive tests are very useful, valuable, and can be used with a wide variety of
individuals, while some very e!pensive tests have limited usefulness. /any ,nternet sites
now offer free tests that can be used for career planning, but evidence of their reliability
and validity may be lacking, and they often do not provide interpretation or research to
support the instrument.
The publishers of paper and pencil tests usually charge for manuals or administration
materials, as well as for individual tests, answer sheets, and scoring services (either by
computer, by mail, or over the ,nternet). Tests that assess work skills or manual de!terity
may employ customized e+uipment that can be used over and over, but the original cost
can be +uite high. -hen start$up costs are involved, it is important to determine how
often the test will be used in an organization and whether collaborating with other
organizations to share the costs is an option that ought to be e!plored.
!hibit ".# includes pricing information for selected instruments. All publishers of these
tests have -eb sites that e!plain in greater detail how their products are sold. 3ome test
publishers will provide an e!amination kit for minimal cost for personnel to determine if
they want to use the instrument. /any publishers have several versions of tests and offer
pricing based on +uantity, scoring methods, and whether or not administration materials
are already owned by those administering the tests.
;. Time 9eeded to Administer and 3core. 0ublishers usually have e!plicit instructions for
timing certain tests but often will include provisions for additional time for individuals
with specific disabilities such as learning disabilities or visual impairments. &or some
young people, tests that take a long time can lead to an!iety that may make scores less
valid than those based on shorter tests. &or other youth, fatigue becomes a factor. *are
should be taken to select tests whose validity for an individual is not likely to be affected
by such variables, especially when comparing individual test scores to norm groups.
3coring of tests has generally become more efficient, with computerized and ,nternet
scoring now widely available. 3coring that provides results immediately can be very
useful in many situations. &or tests that are administered and scored by consultants (such
as psychologists or work evaluators), time should be scheduled to review the results with
the young person as soon as possible after the test is completed.
<. Jualifications of the Test Administrator. Tests vary in the level of e!pertise and
training needed by those who administer or score individual tests. Therefore, publishers
usually indicate these +ualifications on the test materials or in their marketing materials$
and may re+uire documentation of e!pertise prior to purchase of tests. 'octoral or
masters% degrees, special coursework, or specific e!perience may be re+uired.
Administration or scoring of tests by un+ualified personnel is a serious ethical violation
and may also result in invalid or misleading test results.
:. ase of 2se. Tests should be as easy to take and to administer as possible. 3cores can
be adversely affected if the test$taker or the test administrator does not understand the
directions. *omple! answer sheets can be difficult to use and to score. (/any test$takers
have gotten half$way through a bubble answer sheet$or farther$only to discover that they
have been filling in the bubbles on the wrong line or in the wrong section.) 5oung people
who have limited e!perience taking tests may waste precious test time concentrating on
the process rather than the content of the test. &or some assessments, it is acceptable to
take practice tests prior to official test administration. ,f practice sections are not
provided, consider other ways to simulate testing activities prior to actual testing.
K. .eporting &ormat. Test results should be reported in a useful, easy$to$understand
format. 3cores, interpretive data, diagnoses, and recommendations should be clearly
e!pressed and understandable. .eports should be available to the young person and=or
family members in written form for future reference. 2nfamiliar terms should be defined.
,f tests are administered by consultants, the consultant should be available to answer
+uestions or provide further insight by phone, mail, or in person as part of the reporting
process. 3ometimes personnel can use a test to gain critical information without using it
in a standardized way or comparing scores to norms. This should be noted when results
are reported.
B. Appropriateness. ,n addition to considering the eight factors above, appropriateness of
the test or assessment content should be considered, i.e., the test should be matched to the
individual%s cognitive functioning level, reading ability, math ability, and level of career
development. &or e!ample, tests re+uiring an eighth grade reading level should not be
administered to someone who reads at a third or fourth grade level. The uni+ueness of
vocabulary words should also be considered. &or e!ample, students may not understand
certain +uestions about careers unless they have had some degree of career awareness and
e!ploration in their past. They may be unfamiliar with the vocabulary or may not have
been e!posed to certain careers. ,f such career assessments are administered$
inappropriately$the results produced may be invalid.
Using -ormal Testing Instruments In Assessment
,n addition to having criteria for assessing +uality in tests, youth service practitioners
must choose tests that fulfill the specific needs of the individual. After reviewing
available records and conducting informal interviews, planning should determine some
short$term, and possibly longer$term, goals. ligibility assessment can be conducted at
this point along with diagnostic or achievement testing to determine where an individual
may belong in classes or in training programs. Eere, more formal assessments may be
used to answer some +uestions. &or the purposes of this guide, formal assessments are
defined as published instruments with specified administration procedures.
&ormal testing is used to assess seven areas related to career planning:
Academic 0erformance or Achievement
*ognitive Abilities
6ehavioral, 3ocial, and motional ,ssues
Iocational ,nterests
Iocational Aptitudes
*ertification of @ccupational *ompetencies
0hysical and &unctional *apacities
,ndividual youth may need assessment in a few or several of these areas. @lder youth
with established academic credentials or clear vocational goals may not need e!tensive
testing to measure achievement or uncover vocational interests. @thers may have
complicated situations re+uiring an e!tended process of supported planning and
implementation. ,n more comple! cases, it is good practice to have written plans with
obCectives and timelines that formalize the activities, make all participants aware of the
process, and hold everyone accountable. 'eciding which formal tests should be
administered and in what order is part of this process. 0lans can be amended and updated
depending on testing outcomes, and the youth%s input should be considered as much as
possible.
A$$ro$riate Use o( Pu*lis)ed Assessment Instruments Assessment instruments are
used to help determine a person%s specific abilities, strengths, and challenges. The results
of assessments should not be used merely to categorize a young person but rather as tools
to develop strategies to help him or her reach desired goals. Assessments also help
identify areas to probe in order to understand an individual%s potential strengths and
functional abilities in educational or community settings.
-hen test results indicate a need or potential limitation, logical ne!t steps may include
reviewing additional school records, talking further with the young person and his or her
family to obtain additional information, or consulting with a professional. This
information$gathering process may lead to referral to an appropriate agency for additional
testing or services.
Educational Domain . Academic Per(ormance /r Ac)ie&ement Testing
Pur$oses o( Assessment in Academic Planning Academic testing is used primarily by
educational institutions to determine eligibility for special services, to aid student
placement and instruction, and to support accountability efforts. The goal of assessment
in academic planning is to identify the academic skills, preferences, learning styles,
cognitive abilities, and educational challenges of individual youth. 3pecifically, these
activities should
promote the individualized learning and growth of every youthF
identify cognitive skills and learning challenges of youthF
identify helpful or essential remedial educational strategiesF
identify secondary and postsecondary academic accommodations and supports
needed by youth to enhance learningF
e!amine potential academic and career pathways for youthF
increase knowledge about a youth%s preferred learning styles
develop plans to increase a youth%s vocational skills or employment successF and
identify (for youth with disabilities) critical learning obCectives for individualized
service plans including ,ndividualized ducation 0rograms (,0s), ,ndividualized
0lans for mployment (,0), or ,ndividualized 3ervice 0lans (,30s).
Academic Teac)er.Made Testing Academic teacher$made testing is generally non$
standardized performance review that individual teachers and others use to assess
progress in a specific subCect area. These tests are given at the end of curriculum units or
academic terms and are often written and graded by the teacher. These are the tests on
which grades are based, and they can lead to screening or further assessment for special
education services for students who consistently perform at levels below the norm. These
tests are also used in adult or postsecondary programs. Academic testing can be informal
in nature, particularly if observation, interviews, and record reviews indicate such a need.
@bCective measures should take precedence over subCective measures to eliminate bias as
much as possible.
Ac)ie&ement Testing# Standardi0ed Norm.Re(erenced or Curriculum.ased
ducational achievement tests are used by virtually all public schools in the 2nited 3tates
to measure what a student has learned from an academic curriculum. An achievement test
can measure a targeted academic skill or ability, such as reading comprehension, or can
measure skills across several key areas of an educational curriculum, such as reading,
math, writing, spelling, and science.
/ost achievement tests in use today are either standardized norm$referenced or
curriculum$based assessment tools. 3tandardized norm$referenced achievement tests
allow educators and others to compare the academic performance of an individual youth
with national averages based on established norms of e!pectancy. Tests, such as the
7aufman Test of ducational Achievement (7$TA), 0eabody ,ndividual Achievement
Test (0,AT), 3tanford #1, Test of -ritten (anguage (T@-(), -ide .ange Achievement
Test (-.AT), or -oodcock$Lohnson ,,,, enable youth service practitioners to measure
the academic achievement of a youth in comparison with peers of the same age or grade
level. 9ote that special training may be re+uired to administer many of these tests.
,n a similar way, the widely used Tests of Adult 6asic ducation (TA6) are norm$
referenced tests for adult basic education students, postsecondary vocational$technical
students, adult and Cuvenile offenders, and college students. The TA6 tests measure
achievement of basic skills in language, reading, and mathematical abilities.
Achievement tests can help to measure the size and scope of challenges associated with a
youth%s academic learning and future postsecondary choices. -hen, for e!ample, a
youth%s achievement test score is significantly below the performance of a peer group, it
may indicate that special education, academic tutoring, or other support services will be
needed. &inally, achievement tests can offer information leading to different teaching
methods or learner accommodations to support the achievement of long$term career
development goals.
*urriculum$based assessments measure the learning performance of a youth using the
content from an e!isting instructional curriculum. These assessments are often
constructed by the curriculum or te!tbook publishers and do not have widespread
recognition outside of classroom settings. ,n a curriculum$based assessment, performance
e!pectations are aligned with activities and obCectives from a specific academic
curriculum. *urriculum$based assessment provides insight into a youth%s learning or
mastery of skills within specific academic disciplines. These assessments are often used
as alternatives to standardized tests because they assess e!actly what has been taught in
the classroom with the instructional curricula used by a school or youth development
program. These assessment strategies enable educators and others to analyze an
individual%s performance and refine instruction based on the results. 6ecause of their
fle!ible nature, curriculum$based assessments are often helpful in establishing ,0
learner obCectives. They also help educators assess whether a school%s curriculum has
been effectively taught.
General Educational De&elo$ment 1GED2 Testing The 8eneral ducational
'evelopment (8') test is an achievement test and e!it e!amination administered to
more K11,111 people worldwide each year. The test +uestions are based upon periodic
analysis of high school graduation re+uirements established by the states. Thus as high
school graduation re+uirements increase, 8' re+uirements also increase. The 8'
measures the knowledge, skills and abilities (73As) of people tested in comparison to
students who graduate with a traditional high school diploma. The 8' measures
performance in five academic areas: writing, social studies, science, literature=arts, and
mathematics. 3uccessful completion of the test is considered by many employers as
e+uivalent to a high school diploma, although others may view it as less valuable.
6ecause the 8' is also recognized by many postsecondary education and training
institutions, successfully completing the 8' is an important step for youth who are high
school dropouts. This is especially true for young people who are considering applying to
local community colleges, vocational$technical training programs, four$year colleges and
universities, or the Armed &orces. &or this reason, education and youth programs that
offer career development services to high school dropouts need to maintain formal
linkages with 8' programs.
ACT Assessment 1ACT2 and Sc)olastic A$titude Test 1SAT2 The A*T (formerly the
American *ollege Test) and the 3AT (formerly the 3cholastic Aptitude Test) are separate
standardized college entrance e!ams used by many college admissions counselors to
Cudge applicants by a common standard of measurement. *ollege admissions counselors
use the A*T and 3AT to predict academic performance of a prospective student in the
first year of college and as screening tools for college admission and eligibility for
scholarships. 6y design, the A*T and 3AT provide an assessment independent of high
school grading systems. The A*T and 3AT measure a student%s abilities pertaining to
reading comprehension, nglish proficiency, science reasoning, and mathematics.
An individual%s A*T or 3AT score often provides a basis for advising a student about
applying to various universities and colleges. Also, it provides a foundation for
anticipating future challenges and the types of academic support that may be needed to
succeed in a postsecondary education program. &or a variety of reasons, many youth do
not %test well% or perform well on standardized testsF thus student advisors should take into
account additional aspects of performance such as grades, other achievements, and
talents.
Englis) as a Second Language 1ESL2 or Englis) Language Learners 1ELL2
Pro(icienc% Testing /any education and youth development programs struggle to
develop access to reliable academic and vocational assessment procedures for youth with
limited nglish proficiency ((0). A number of testing tools have been developed to
support programs serving youth with (0. &or e!ample, the *omprehensive Adult
3tudent Assessment 3ystem (*A3A3) is designed to assist in the assessment of (0
populations and is used in some @ne$3top career centers as a tool to assess the academic
skills of non$nglish speaking refugees, immigrants, and ethnic minorities. ,n addition to
the *A3A3, the 3econdary (evel nglish 0roficiency Test (3(0) is used by some
education and youth development agencies to help assess youth and young adults with
(0. The Tests of nglish as a &oreign (anguage (T@&() are used by colleges and
universities throughout the 2nited 3tates to determine nglish proficiency of students
from other countries prior to acceptance. An applicant who scores poorly on the T@&(
may be re+uired to take special nglish preparatory classes prior to acceptance or during
his or her first year.
The testing of nglish proficiency skills is crucial to the career development obCectives of
youth with identified oral, written, and reading language barriers. These tests can enable a
youth to obtain access to 3(=(( classes, 8' classes, individual tutoring, and other
forms of remedial education. ,n addition, (0 testing can help to identify the service
needs of youth who are placed in competitive employment, Cob training programs, or
career development activities. This testing information enables youth service practitioners
to assess the suitability of various career development models and guide each youth to
select appropriate services.
Cultural Considerations in Assessment /any education and youth development
programs are inade+uately prepared to provide assessments for youth from culturally
diverse backgrounds. &or this reason, it is important for youth service programs to
incorporate cultural diversity in the design and delivery of its youth assessment services.
A cultural diversity plan should consider the following issues: (#) recruiting youth service
practitioners who reflect the cultural diversity of youth populations servedF ()) ensuring
that professionals and hired consultants are culturally and linguistically competentF and
(") ensuring that testing instruments, strategies, and methods selected for vocational
assessment purposes are valid and reliable for the youth populations served$and where
they are not, that alternate assessment activities are arranged.
The administration of reading$free career interest inventories or the use of hands$on
vocational assessment activities, such as situational work assessment or occupational
skills assessment, can offer helpful information when evaluating the Cob interests, skills,
and behaviors of youth with (0. These vocational assessment strategies reduce the
relative importance of nglish language skills and enable a youth to participate in a
vocational assessment through direct, hands$on e!periences.
Educational3Ps%c)ological Domains.Cogniti&e A*ilities Testing
The cognitive abilities and preferred learning styles of youth are important factors in
transition planning. 5outh service practitioners need accurate information about a youth%s
intellectual or cognitive abilities in order to offer appropriate vocational guidance. This
information is often fundamental to the selection of suitable postsecondary options
including education, training, or employment pathways. -hen a youth%s school and
agency service records are unavailable or inade+uate to address these +uestions, youth
service practitioners can recommend the use of intelligence testing and other assessment
tools to gather needed career planning information.
Intelligence or I4 Testing ,ntelligence testing is the measurement of an individual%s
general cognitive ability to function within various community settings. The results of
intelligence tests are normally reported in the form of standardized scores called an
Gintelligence +uotientG or ,J.
'espite some historical controversy in educational assessment, ,J testing remains a core
policy provision of ,'A for youth with disabilities who receive special education
services. The ,J score continues to be used as a standard in public education to measure a
youth%s cognitive abilities and determine eligibility for special education and other
remedial services. ,ntelligence testing is commonly used by secondary education and
youth development programs to document the presence of mental retardation, some
learning disabilities, and cognitive dysfunction. This diagnostic information is also
necessary to determine disability eligibility and to enable access to many adult service
programs for transition$age youth and young adults. ,ntelligence testing can only be
administered and interpreted by licensed psychologists, psychiatrists, and psychometrists
who have the proper training and +ualifications. Thus, youth programs should maintain a
directory of +ualified professionals to whom they may make referrals.
The ,J test$in combination with other assessment strategies such as achievement,
aptitude, and classroom testing$is a valuable tool contributing to the development of a
youth%s ,0. ,J tests may be helpful to youth service practitioners in planning educational
obCectives, teaching and learning strategies, and accommodations that may be needed by
youth to succeed in various secondary and postsecondary career development programs$
but ,J test scores should never be the sole criterion used to make decisions.
The most widely used ,J tests are the 3tanford$6inet ,ntelligence 3cale, -echsler Adult
,ntelligence 3cale (-A,3), -echsler ,ntelligence 3cale for *hildren (-,3*), and
-oodcock$Lohnson ,,, Tests of *ognitive Abilities. ach ,J test is uni+ue, but all assess
an individual%s intellectual functioning by using various standardized scales or subtests.
An ,J test measures a range of cognitive and intellectual functions such as verbal ability,
critical reasoning ability, cognitive processing speed, knowledge comprehension, short$
term memory, long$term retrieval, visual$spatial thinking, auditory processing, and
creative problem$solving (&le!er, 3immons, (uft, D 6aer, )11#).
,t is essential for youth service practitioners to understand the meaning, uses, and
limitations of ,J scores, and it is important to pay attention to overall ,J scores as well as
the range of subtest scores. These may indicate specific problems in some cognitive areas
or superior skills in others. 6y design, modern ,J tests provide an obCective framework
for identifying intellectual gifts and challenges. -hen an individual%s ,J performance
scores are significantly below the norm for peers, or when there is inconsistency among
subtest scales, this is an indication that special education, academic tutoring, or remedial
education may be helpful. -hen used properly, ,J tests offer a way to identify and better
understand the learning and support needs of youth with disabilities. They should never
be used as entrance criteria or as screening for access to services.
3ome -eb sites offer free online tests that purport to measure intelligence. 6ecause ,J
tests must be administered only by +ualified professionals, these online tests should not
be used by youth service practitioners.
Neuro$s%c)ological Testing 9europsychological testing is used to e!amine brain
function and identify cognitive disorders. The purpose of these tests is to diagnose
localized organic dysfunction and to help determine rehabilitative treatment that may be
needed by individuals with brain inCuries and related cognitive disabilities. &or e!ample,
a youth with a brain inCury may have cognitive dysfunction that results in the loss of
memory, uncontrolled emotions, changes in physical capacities, or loss of communication
abilities. All of these factors can directly impact a youth%s academic, vocational, or
employment success unless alleviated through rehabilitation and related services.
9europsychological testing is sometimes used to support educational and career planning
for youth with diagnosed or undiscovered brain inCuries. These highly specialized testing
procedures can only be administered and interpreted by trained neuropsychologists and
physicians. .eports can be made available to others with appropriate releases of
information. ,t may be helpful to have the person who performed the assessment attend
planning meetings if possible.
Testing (or Learning Disa*ilities 0sychological testing services are crucial to the formal
diagnostic assessment of cognitive and intellectual disabilities. Tests such as the
'iagnostic Assessment of .eading with Trial Teaching 3trategies ('A.TT3), 'ysle!ia
3creening ,nstrument, (earning 'isabilities 'iagnostic ,nventory, 0eabody ,ndividual
Achievement Test$.evised 9ormative 2pdate (0,AT$.92), 0eabody 0icture Iocabulary
Test$,,, (00IT$,,,), -echsler ,ntelligence 3cales for *hildren (-,3*), -oodcock
'iagnostic .eading 6attery, and the -oodcock$Lohnson ,,, *omplete 6attery (Tests of
Achievement D Tests of *ognitive Abilities) are used to measure cognitive impairment,
intellectual reasoning deficits, and other learning difficulties that may hinder present and
future career development activities. 8enerally, only +ualified psychologists or
psychometrists should administer these tests.
The formal measurement of learning challenges and the identification of remedial
strategies to enhance career development are vitally important skill sets for youth service
practitioners. This is especially true for programs serving youth with developmental
disabilities, mental retardation, learning disabilities, and other cognitive disorders. The
presence of a cognitive or intellectual disability often re+uires specific academic
accommodations to enhance participation in a postsecondary education or Cob training
program.
Ps%c)ological Domain.e)a&ioral, Social, And Emotional Testing
Assessing Mental Healt), C)emical Healt), and e)a&ior /anifestations of asocial,
antisocial, self$inCurious, age$inappropriate, or socially$inappropriate behaviors often
limit Cob placement and other career opportunities for youth. The comple!ities associated
with mental health, chemical health, and behavior management in the community often
appear too risky, overwhelming, or costly to tackle. &or e!ample, secondary education
students with emotional and behavioral disorders (6') or emotional disturbances (')
are often wrongfully restricted from participating in community$based employment or Cob
training activities in order to protect themselves as well as others. @ther youth, including
high school dropouts, substance abusers, or adCudicated youth, may also e!hibit
challenging patterns of social dependency, immaturity, instability, or impulsive behaviors.
A fundamental issue facing education and youth development agencies is the need to
develop programs that fully engage youth who have mental health, chemical health, and
behavioral issues. This means creating opportunities for youth to develop their
knowledge, skills and abilities and to increase independence and self$sufficiency, yet
retain proper safeguards to protect both the youth and others. Although this challenge is
formidable, it is within the reach of education and youth development providers. ,f a
youth%s behavior impedes her performance and proves too challenging for the program,
appropriate referral should be made to an alternative service program, such as vocational
rehabilitation.
0rograms are more successful if these youth have well$designed program plans that
feature customized Cob placement goals, high attention to environmental conditions,
structured supervision, and engagement of responsive behavior management plans that
reward a youth%s productivity and socially$acceptable behaviors. The development of
customized Cob placement plans is best undertaken after conducting a formal assessment
of a youth%s problem behaviors. /ental health, chemical health, or behavioral diagnostic
assessments can help to identify the possible causes (etiology), conditions under which
the target behaviors occur (antecedents), and possible approaches that may be effective in
reducing or minimizing the effects of the unwanted behaviors.
e)a&ioral Testing and Assessment A valid vocational profile for youth with ', 6',
mental illness, or other conditions (such as autism or mental retardation) must include
relevant information about their behavior in education, work, and community settings and
how or if their medications may affect their work performance. 6ehavioral assessments
may be more casual and gathered through informal processes, such as community$based
assessments, using rating scales or pre$service assessment interviews with youth,
educators, and family members. Eowever, a formal, structured approach may be the most
appropriate strategy for those who have serious and challenging behaviors. This is
especially true for youth with histories of violence and socially aggressive or self$
inCurious behaviors.
3tandardized behavioral testing instruments are available to assist youth service
practitioners in the measurement of problem behaviors. These testing tools include the
6ehavior .ating 0rofile$) (6.0$)), 6ehavioral Assessment 3ystem for *hildren (6A3*),
*onners .ating 3cales$.evised (*.3$.), and the Iineland Adaptive 6ehavior 3cales
(IA63). These instruments can help to assess behavior in a number of core areas such as
communications, daily living skills, socialization, and motor skills. 3ome behavioral
assessment instruments such as the 6A3* can help identify students with a variety of
maladaptive behaviors such as Attention 'eficit=Eyperactivity 'isorder or Adolescent
AdCustment 'isorder. &re+uently, vocational evaluators, teachers, or work e!perience
coordinators develop behavior observation forms that are aligned with educational, career
technology or work programs.
The American 0sychiatric Association%s 'iagnostic and 3tatistical /anual$&ourth dition
()11)), known as the '3/$,I, is also a valuable resource for educators, behavior
analysts, psychologists, and other youth professionals who assist in the assessment and
clinical diagnosis of mental illness or behavioral disabilities. The '3/$,I aids in the
behavioral diagnostic testing of youth by identifying maladaptive, aggressive, destructive,
or other socially inappropriate behavior patterns. -ith these behaviors, screening skills
can be very useful in trying to determine if and when assessment and intervention by
psychologists or other is indicated.
/any education and youth development programs use interviews or custom$designed
+uestionnaires in assessing youth suspected of having 6' or 3'. These +uestionnaires
can offer helpful insights about the possible etiology and future treatment needs of a
youth with challenging behaviors. This information may be useful in developing effective
behavior modification and intervention programs.
Addressing the maladaptive or socially disruptive behaviors of youth will often re+uire
the e!pertise of a trained behavior analyst, clinical psychologist, or psychiatrist. The
implementation of effective behavior management plans can enable these youth to
participate in appropriate career development opportunities. An effective assessment
should address the origins and antecedents of the behaviors, as well as any ecological
factors that tend to trigger them. A sound assessment will also e!amine potential medical
reasons for unusual or unwelcome social behaviors. &inally, a good behavioral
assessment should lead to ideas for treatment and intervention to help shape more
socially acceptable behaviors and enhance opportunities for participation in community
settings.
Mental Healt) Diagnostic Testing 3ince many education and youth development
programs serve individuals with 3', 6', and serious mental illnesses (3/,), youth
service practitioners should understand the role of mental health diagnostic testing in
facilitating a successful transition to adult mental health services. As previously
discussed, the use of disability screening techni+ues can help identify symptoms of
mental illness or emotional disturbance that are contributing to a youth%s socially
inappropriate behaviors. The goal of mental health diagnostic testing is to determine the
presence, nature, and severity of a psychiatric, emotional, or behavioral disability. The
information provided by mental health testing can be particularly helpful to those
working to support youth who are e!periencing serious psychiatric symptoms such as
schizophrenia, maCor depression, bipolar disorder, or borderline personality disorder.
,t is important to recognize and understand fundamental differences in mental health
diagnostic testing procedures for children and adults. This is important for eligibility as
well as therapeutic reasons. 2nfortunately, local educational agencies and adult mental
health systems do not use uniform testing procedures or nomenclature to define the
presence of a disability. 3tudents with 6', for e!ample, are rarely diagnosed with
mental illness while in secondary education programs, possibly due to social stigma as
well as difficulties in distinguishing adult psychiatric illness from the acute emotional
turbulence that is common during adolescence. Eowever, students with ' often do
e!perience persistent mental health symptoms that are similar to psychiatric illness in
adults.
An accurate clinical diagnosis is crucial to obtaining effective mental health treatment.
This diagnosis will often determine a youth%s eligibility for adult mental health services
such as community support programs. They may include access to adult mental health
case management services, supported employment, customized employment, independent
living, residential, and other psychosocial programs that many youth with psychiatric
disabilities need to achieve stable community living.
/edications and maintaining a consistent regimen can be critical to work behavior and
performance. ,t is necessary to work in concert with the youth, family members, and
medical=psychiatric personnel to monitor medication usage and=or the need to alter
medications. &or e!ample, a youth e!periencing fatigue or lethargy on a new medication
should be reported and monitored closely.
C)emical Healt) Diagnostic Testing ,t is common for troubled youth to turn to drugs
and alcohol as a way to escape reality or defy authority. ,t is very challenging and often
impossible to launch successful career education or Cob placement plans for youth who
are actively abusing chemicals. &or this reason, it is important for youth development
professionals to be aware of any unusual changes in a youth%s behavior that may be
symptomatic of alcohol or illegal drug abuse. 3udden changes in mood or appetite,
chronic absenteeism or tardiness, thought disorientation, or unusual physical symptoms
may indicate a need for drug and alcohol screening. .eferrals to inpatient or outpatient
chemical health programs are often critical to the career development of youth with
substance abuse problems. 0roper diagnostic assessment and treatment of substance
abuse must be managed by +ualified alcohol and drug abuse treatment professionals.
5ocational Domain.Interests, A$titudes, S6ills, And Certi(ication Testing
0urposes of Assessment in -ork and *areer 0lanning @ne of the greatest challenges
facing youth service practitioners is helping youth match interests, values, and abilities to
suitable Cobs, occupations, and career opportunities. 8iven their limited employment and
life e!periences, many youth need guidance to identify their vocational interests.
Additionally, youth often have a limited understanding of the marketplace and the
+ualifications needed in their areas of interest. The ability of youth to benefit from work
e!periences, training, or employment opportunities depends largely on their interest in
these activities.
9eubert (#BK;) and (econte (#BK<) have identified seven maCor uses of informal and
formal work and career assessment data:
'etermination of career development: To find out where the student stands in
terms of career awareness, orientation, e!ploration, preparation, placement, or
growth=maintenance.
/easurement: To identify abilities, interests, capabilities, strengths, needs,
potentials, and behaviors within the areas of personal=social, functional=academic,
community=independent, employment, and employability.
0rediction: To match an individual%s interests and abilities with appropriate
training, community employment, or postsecondary training.
0rescription: To identify strengths and needs, and to recommend types of adaptive
techni+ues and=or remedial strategies that will lead to improved career preparation
and development.
!ploration: To try out different work$related tasks or activities and to determine
how interests match abilities for work$based e!periences, community Cobs,
postsecondary, or other adult activities.
,ntervention: To implement the techni+ues or remedial strategies that will help a
student e!plore career or work options.
Advocacy: To develop a career profile to help students, their families, and others
identify concrete ways to assist students in achieving their goals.
Interest Testing A variety of assessment inventories and tools are available to assist
youth in recognizing their predominant interests and preferences. -hen used properly,
these surveys can help youth understand how their interests have direct application to
making good academic and career choices. /ost career interest inventories are designed
to assist youth (and adults) to identify and better understand their interests and connect
them to specific Cob fields or occupational clusters. ,nterest testing can provide youth
with a starting point to further study a range of Cob possibilities.
3ome of the more common interest tests sold commercially include the *ampbell ,nterest
and 3kill 3urvey (*,33), *areer !ploration ,nventory (*,), *@03ystem ,nterest
,nventory &orm . (*@03$.), and the Earrington$@%3hea *areer 'ecision$/aking
3ystem (*'/$.). The 0ictorial ,nventory of *areers 'I$)111 (0,*) and the .eading
&ree Iocational ,nterest ,nventory ) offer Greading$freeG interest testing for youth who
lack reading or nglish literacy skills.
A maCority of interest inventories are surveys of self$reported interests and skills. -hen
selecting interest inventories for youth, it is important to e!amine the test manuals to
ensure the chosen test is appropriate for the age and grade level of the youth being
assessed. ,t is also helpful to review the survey to determine the skills needed to take it,
such as reading ability.
*omputer software programs are being developed by both commercial and public service
agencies to help match an individual%s career interests and 73As (knowledge, skills, and
abilities) with specific careers or employment fields. These computer software programs
can be helpful in a number of ways. &irst, electronic software programs can help to
identify 73A clusters that are relevant to a spectrum of Cobs and occupational fields.
3econdly, these products enable youth service practitioners to +uickly match a youth%s
career interests and 73As with a range of possibilities under consideration by a youth and
his or her advisors.
There are a number of high profile Cob search -eb sites that offer career matching
software programs for Cob seekers and employers alike. 3ome commercial companies
such as /onster 6oard (http:==www. monster.com), EotLobs (http:==hotCobs.yahoo.com)
or *areer 6uilder (http:==www.careerbuilder.com) offer useful Cob search tools. *areer
interest and Cob match software programs are sponsored in the public domain by federal
agencies including the 'epartment of (abor ('@(). &or e!ample, '@(%s *areer @ne$
3top (http:==www.careeronestop.org), *areer Ioyages (http:==www.careervoyages.gov),
*areer,nfo9et (http:==www.acinet.org=acinet), America%s Lob 6ank (http:==www.aCb.org),
and mployer Assistance and .eferral 9etwork (http:==www.earnworks.com) are useful
sites with many assessment tools used by career advisors serving youth throughout the
2nited 3tates. &inally, many state Cob service agencies, universities and colleges, and
@ne$3top workforce centers administer career interest and customized Cob match
programs in the public domain to help Cob seekers, employers, and career counselors find
current information about labor markets, economic trends, and emerging workforce
issues.
Assessing A$titudes, 7or6 e)a&iors, and S6ills Although aptitudes, work behaviors,
and skills are in different categories in Table #.", it is difficult to separate them when it
comes to assessment. &ormal and informal assessments can identify an individual%s
ability to perform specific Cobs and to e!hibit behaviors and habits that match the work
culture. 6y measuring these areas with paper and pencil, audio$visual, or computer$based
assessment, and by analyzing physical activity, insight can be gained regarding an
individual%s potential.
A$titude Testing The ability to identify a youth%s 73As is fundamental to planning and
using academic and vocational assessment information. ,dentifying aptitudes, or potential
to learn, provides meaningful information for youth and service providers to inform
future career e!ploration. 6y design, an aptitude test measures the vocational potential or
capacities of an individual to succeed in future career endeavors. 3pecific aptitude tests,
such as the A0T,*@/, Armed 3ervices Iocational Aptitude 6attery (A3IA6), and
@ccupational Aptitude 3urvey and ,nterest 3chedule (@A3,3), measure an individual%s
aptitudes to succeed in specific areas. These may include a youth%s capacities for
numerical or abstract reasoning, mechanical proficiencies, form perception, verbal or
language abilities, or other innate or learned talents under study.
-hen used with other assessment tools, aptitude testing can contribute to a more
complete vocational profile and offer guidance concerning suitable secondary and
postsecondary options. This is especially true in identifying career development pathways
where specific academic or Cob strengths are known to be crucial and relevant. The use of
aptitude assessment isolated from other vocational assessment information tends to
screen out youth with significant disabilities. Eowever, aptitude tests may be helpful
when used as tools to identify customized Cob training, supports, or accommodations that
may be needed by an individual to succeed in an occupation of high interest.
7eep in mind that aptitude means potential to learn. Aptitudes and skills should always
be correlated with interests (and to a lesser degree, temperaments). &or e!ample, a youth
may be interested in engineering but have poor academic skills and aptitudes$or another
may perform poorly academically but have high interest and motivation for welding.
5oung people with high motivation may eventually succeed despite low reading or math
achievement or aptitude scores.
(earning style preferences should also be determined in order to assist youth in
understanding and articulating how they best receive or process information. A youth
who is an auditory learner may not perform as well when given written instructions or
assessments, and as a result his or her scores may not accurately represent his or her
performance.
Situational 7or6 Assessments @ccupational skills and work behaviors can be assessed
in situational work assessments and include capacities and competencies to perform
essential Cob duties of specific competitive employment positions. &or e!ample, the
measurement of a youth%s keyboarding proficiency may be predictive of his abilities to
succeed in a Cob where the duties re+uire minimum standards of speed for data entry or
word processing. Allowing a youth to try essential Cob functions of different Cobs will
help her decide if she really enCoys the work and if she has the stamina to meet work
re+uirements.
,n a similar way, situational skills assessment can be used to assess the 73As of youth for
a wide range of competitive Cobs. This is accomplished by determining the core Cob
competencies and duties re+uired of a skilled worker and then comparing the actual
performance of a youth who is being assessed. &or e!ample, a competitively employed
housekeeper may be re+uired to clean ten hotel rooms over an eight$hour work period. ,n
this instance, the skills and productivity of a youth can be measured by comparing his
capacity to clean a similar number of rooms while meeting the hotel%s standards for
cleanliness and Cob performance +uality. 3imilarly, an assessment can be designed to
assess other skills such as those needed to write a computer program used in business or
manufacturing.
The outcomes of occupational skills assessment are not entirely predictive of future
success in a competitive Cob situation but they often can lead to Cob skills training,
apprenticeships, or internships that help youth to increase their competency and
productivity. They can also lead to the development of creative, individualized Cob
placement plans such as customized employment or GCob carvingG$a restructuring of Cob
duties or tasks so that a youth with documented 73As can successfully perform Cob
functions of high interest. Typically, Cob carving is provided for people who cannot, for a
variety of reasons, perform the entire Cob or the whole range of skills re+uired.
,n special education programs and community rehabilitation organizations, situational
work assessments are also often used to study the Gsoft skillsG needed in employment.
They include an assessment of basic work behaviors and skills through practical hands$on
work e!periences.
3ituational work assessments are often supervised by trained vocational evaluators,
educators, or community rehabilitation professionals.
3ituational work assessments are ideally provided in partnership with community
businesses but may also be offered in settings controlled by education or youth service
providers. 6usiness settings work well because they offer a more accurate view of a
youth%s performance within the conte!t of normal business rules and practices. 3ituational
work assessments can lead to the development of baseline data and assist youth service
practitioners in engaging customized Cob training or other work supports a youth may
need to obtain a satisfactory Cob placement outcome.
5outh with identified behavioral disorders can benefit greatly from situational work
assessments. ,n a work setting with appropriate supports and careful supervision, youth
with behavior problems can often e!perience success. ,f work assessments are provided
in local businesses, it is very important to educate employers about working with youth
with disabilities. This may mean receiving permission from a youth and his or her
guardians to share information with a business before it agrees to host a situational work
assessment.
-ages can sometimes be an issue in work$based assessments. @n$the$Lob Training (@LT)
or wage subsidy programs can be used on a time$limited basis to help compensate a
participating business for their contributions of time and support on behalf of a youth
receiving assessment services. '@( permits the use of time$limited waivers when a youth
with a disability is undergoing a vocational evaluation or work assessment in partnership
with a community business. /ore information about wage issues can be found at your
state%s department of labor or at the 2. 3. 'epartment of (abor%s -age and Eour 'ivision
(http://www.dol.gov/esa/whd/).
7or6 Sam$ling -ork samples are standardized testing instruments that are sometimes
used to help assess the Cob potential of youth. 3tandardized work samples offer the
+ualities of testing validity and reliability because they are statistically normed to specific
populations. A number of commercially available work samples, such as the IA(0A.
-ork 3amples, are sometimes used to assess a youth%s vocational potential or abilities to
perform in Cobs within specific career fields. &ollowing each testing procedure, the
outcome performance of a youth is compared to the performance scores of target
populations. The goal is to gain a better understanding of the vocational potential of a
youth in comparison to his peers or other groups. &re+uently for youth, commercially
available work samples are used for career e!ploration, and norms are not used.
,n addition to commercially developed products on the market, some secondary
education, youth development, and community rehabilitation programs have chosen to
design and use their own work samples. *ustom$designed work samples enable trained
vocational evaluators to measure the skills and performance of a youth with regard to
specific tasks or occupations. The advantage of using custom$designed work samples is
the ability to use locally developed norms to compare the Cob performance of the youth to
peers or industry standards (i.e., other students, youth, co$workers, master craftsmen,
etc). The disadvantage is the limited amount of validity and reliability data available. 6ut
most locally developed work samples have high face validity: they look like work, sound
like work, and feel like work. They provide hands$on work e!ploration while also
identifying interests, skills, aptitudes, work behaviors, and temperaments. /ost youth
enCoy performing work samples and get a real taste of the tools, materials, and e+uipment
a Cob or training program might entail.
,n recent years, there has been much criticism concerning the use of standardized work
samples because of their potential for misuse in screening people with disabilities away
from postsecondary and employment options. A growing number of school settings,
youth development programs, and community rehabilitation programs are adopting
assessment methods that are more inclusive in e!ploring career opportunities for youth.
Although work samples may offer useful information in controlled situations, test scores
should be used with great care. ,t is never appropriate to use only standardized testing
procedures of any kind to make sweeping, predictive assumptions about a youth%s ability
to work in the competitive labor market.
A 7ord a*out 7or6 En&ironments cological or environmental assessments e!amine
a variety of factors that may contribute significantly to the success of an individual at
work. These may include, but are not limited to, availability of close supervisionF style of
supervision (i.e., casual vs. autocratic)F physical building structures and layout of the
learning or working environmentF flow of product or service processesF effects of formal
and informal rulesF social interaction demands of others (i.e., co$workers, classmates)F
sensory stimuli such as noise, motion, temperature, air +uality, etc.F work schedules and
time re+uirementsF opportunities for independence and decision$makingF performance
e!pectations of authoritiesF and opportunities for self$correction. Temperaments
(preference of working with data, people, or thingsF preference for indoor vs. outdoor
workF working with people or alone) play a large role in ecological assessments.
3ome environmental conditions are more likely than others to promote unwanted social
behaviors. &or e!ample, classroom or business settings that produce high levels of
sensory stimulation may tend to increase discomfort and an!iety in some youth. These
types of environments may supply the trigger for socially unacceptable behaviors or work
habits. *ertain types of education and business environments may be more tolerant of
nonstandard behaviors e!hibited by a youth. &or e!ample, the loading dock of a trucking
company may be more tolerant of a youth%s use of profanity than the local community
library. @r a youth with a diagnosis of Attention 'eficit 'isorder (A'') may function
more effectively in a warehouse that re+uires rapid movement, changes in Cob tasks, and
physical stamina than in a sedentary Cob that re+uires continuous concentration.
3ome companies or organizations are better than others in welcoming and mentoring new
employees. Eowever, all youth who are placed in Cobs or work e!periences should be
prepared for the particular workplace culture they will encounter. Appropriate Cob
matches and effective career preparation or training can help a new employee feel more
comfortable and adapt to the work environment.
Certi(ication o( /ccu$ation S$eci(ic S6ills and Credentialing mployers often
re+uire certification of skills and knowledge based on industry standards for the hiring or
promotion of employees. Therefore, a youth%s vocational development goals may dictate
the need for training leading to standardized assessments certifying skill levels or
ensuring that minimum standards of proficiency have been achieved.
3kills certification testing is used for performance assessment and credentialing by
postsecondary vocational technical training schools, colleges, on$the$Cob training
programs, and other Cob preparation programs. 3kills certification testing is also an
industry and business re+uirement for recruiting +ualified employment candidates.
0rocedures used for credentialing can include the administration of written or
computerized e!aminations as well as functional skills assessments. 3ome re+uire
performance$based activities.
3kills standards established by industries help secondary and postsecondary education
and Cob training programs produce better +ualified candidates to meet the skilled labor
needs of businesses and industries. *redentialing e!ams help Cob candidates
communicate their skills to prospective employersF they also help learners identify
training they will need to advance in their chosen career fields. 2ltimately, the
certification process helps employers build a workforce capable of meeting the highest
performance standards in an increasingly competitive global economy.
5ocational3Medical Domains.P)%sical And -unctional Ca$acities Testing
Assessing 7or6 Ca$acities ,n some instances, it may be helpful to assess the muscular
strength, endurance, motor coordination skills, and other physical capacities of youth
with disabilities. This is particularly true for youth who are physically or medically
fragile due to chronic diseases, progressive illnesses, and other health conditions that
limit physical strength or motor capacities. &or e!ample, a youth%s ability to manage a
full$time work schedule or perform tasks that demand physical e!ertion, strength, or
motor skills coordination is very important information for matching a student to suitable
employment or career fields. This information is also critical to identifying needs for
accommodations so a youth who is physically or medically fragile can handle the
essential functions of a Cob or participate successfully in a postsecondary education
program. ,t is important to remember that youth may eventually develop physical
capacities as they grow and mature physically.
-ork capacities testing can also give some indication if a particular type of work is
appropriate for an individual based on age or maturity level. &or e!ample, an immature
youth may not be ready to function in a Cob with high social demands and responsibilities
such as a nursing assistant or child care aide. @r a youth who is lacking in emotional
maturity may not be ready to manage the hectic pace of a typical lunch hour at a local
fast$food restaurant chain.
The following assessment techni+ues are used to assist in identifying a youth%s physical
capacities.
7or6 Tolerance and -unctional Ca$acities Assessment -ork tolerance testing (also
known as work hardening assessment) is a structured process for e!amining and
measuring the physical endurance, strength, motor coordination skills, and emotional
capacities of a worker when performing essential Cob tasks. These types of assessments
are commonly used for people who have serious medical problems or who have had
significant inCuries, often Cob$related. The goal of work tolerance testing is to measure
whether a worker can manage a regular Cob routine or full$time work schedule and
perform essential Cob tasks without e!cessive fatigue or pain. -ork tolerance testing also
measures range of motion, lifting and carrying, manual de!terity, and motor coordination
skills that are necessary to do a Cob successfully.
-ork tolerance and functional capacities assessments can be conducted in formal as well
as informal testing formats. A number of commercially developed testing strategies are
available to assess physical capacities, and work tolerance assessments also can be
conducted in real Cob settings in ways similar to situational work assessments. ,n these
instances, the assessment of physical and emotional work capacities is achieved by
observing and recording the Cob performance of youth in competitive business
environments. 3tandardized work samples are sometimes used to measure a worker%s
ability to perform specific physical movements (e.g., stooping, reaching) or coordination
of motor skills (e.g., hand$eye coordination).
-ork tolerance testing is normally conducted by trained vocational evaluators who are
skilled in these assessment methods and procedures. Lob coaches, occupational therapists,
physical therapists, and rehabilitation engineers are often knowledgeable about assistive
technologies or accommodations that can enhance the functionality of people with
physical or emotional limitations. *are must be taken to follow a physician%s guidelines
in order to prevent harm or additional physical or medical inCury to the youth.
Motor S6ills and Manual De8terit% Testing 3ome standardized assessment tests, such
as the *rawford 3mall 0arts 'e!terity Test or the 0urdue 0egboard Test can measure a
youth%s finger de!terity, manual de!terity, or hand$eye coordination. These de!terity tests
can help to measure a youth%s capacities to move hands, fingers, arms (gross movement),
or to control the movement and manipulation of small obCects. This information may be
helpful to youth with comple! physical disabilities who are considering careers or Cob
opportunities in fields that re+uire good manual de!terity. Also, these tests can help to
determine needs for assistive technology or accommodations that may enable a youth to
perform the essential functions or tasks of a desired Cob.
Assessing Assisti&e Tec)nolog% Needs and Ma6ing Accommodations 3ometimes
youth can improve their skills or behaviors through education or training so they can
manage the essential functions of a desired Cob. And sometimes tasks can be restructured
or workplaces can be modified so a youth can perform the essential functions of a desired
Cob. Assistive technologies can also be introduced to bridge gaps in a youth%s functional
skills or capacities, thereby enabling him or her to perform the essential functions of a
desired Cob.
The .ehabilitation Act of #BKK first acknowledged the rights of youth with significant
disabilities to obtain assistive technology assessments in order to determine their ability
to benefit from vocational rehabilitation services. According to the Act, Gassistive
technology means any item, piece of e+uipment, or product system, ac+uired
commercially, modified, or customized, that is used to increase, maintain, or improve the
functional capabilities of individuals with disabilities.G The Technology and .elated
Assistive Technology Act of #BKK further defined the rights of people with disabilities to
access needed technologies by: G(#) identifying federal policies that facilitate payment for
assistive technology devices and assistive technology services, ()) identifying federal
policies that impede such payment, and (") eliminating inappropriate barriers to such
payment.G
Assisti&e Tec)nolog% Assessments The field of rehabilitation engineering and assistive
technology is rapidly evolving and is contributing amazing +uality of life enhancements
for people with disabilities. The e!pertise of rehabilitation engineers and technologists,
occupational therapists, vocational evaluators, and supported employment professionals
may be helpful in the technology assessment needs of youth with significant disabilities.
The goal is to e!amine how commercially made products or custom$designed
technologies can be used to improve the functionality and capabilities of youth with
comple! physical, intellectual, or emotional disabilities.
Assistive technology assessments can offer valuable information about the functional
capacities of youth and whether technology can be effectively used to ameliorate the
effects of a disability. &or e!ample, assistive technology applications can include high
tech e+uipment such as hearing devices, robotic arms, or talking computers. Eowever, a
maCority of assistive technologies involve low$tech applications such as the use of 6raille
or lowering the height of a work table for someone in a wheelchair. &re+uently, low$tech
devices can solve accommodation issues.
,n summary, assistive technology assessments can e!amine and improve a youth%s
opportunities for integration so he or she can (a) participate and succeed in mainstream
educational programs or (b) perform the essential functions of desired Cobs in the
competitive labor market. The use of assistive technology in the classroom and workplace
re+uires creative problem$solving skills and ingenuity and access to an e!pert.
Assessing Postsecondar% Training and 7or6$lace Accommodations 5outh with
disabilities often need adaptations in classrooms or worksites to accommodate or
alleviate the affects of their disability. Iocational assessments can lead to practical ideas
for Cob or training accommodations at businesses or in postsecondary training programs.
3uch accommodations might include modifications to a Cob, restructuring of tasks, use of
Cob coaches to assist with training, use of interpreters, or alternative methods of
communication. Assessing the need for accommodations often goes hand in hand with
assessing assistive technology needs.
Medical and P)%sical Ca$acities Testing The use of medical diagnostic testing
information is fundamental to effective career planning for youth with serious health and
physical disabilities. The use and integration of medical and physical capacities
information is important in determining the suitability of career development goals and
any specific needs a youth may have for accommodations in education, training, or
employment settings. &or e!ample, the presence of chronic diseases or progressive
illnesses such as multiple sclerosis, muscular dystrophy, diabetes, cancer, cystic fibrosis,
or heart disease can have serious career development implications.
The use of diagnostic testing and the e!pert guidance of a physician or other medical
specialist (e.g., a heart surgeon, oncologist, or physical therapist) is essential and can
offer new information about functional or capacities limitations that may be associated
with specific conditions. /edical professionals can also be instrumental in helping youth
with chronic medical conditions monitor their situations and perform their own health
care tasks.
P)%sical, S$eec) 9 /ccu$ational Screening 3ome youth with disabilities may lack the
physical, speech, or daily living skills they need to obtain desired academic or vocational
goals. /any local education agencies and therapeutic service programs offer screening
services to assist youth in identifying and measuring specific physical, speech, and
functional living skills capacities. These diagnostic screening services are provided by
therapists and clinicians who are trained in their respective disciplines (e.g., speech,
audiology, or occupational therapies). Therapeutic screening support is often helpful to
youth with some disability conditions in planning for needed supports as they pursue
their postsecondary education, training, employment, and independent living goals.
Inde$endent Li&ing S6ills 1Ils2 Assessments
This category of testing does not fit specifically in any domain but can be a very
important piece of the assessment puzzle. 6y late adolescence, many youth are making
plans for moving out and living on their own. 3kills needed for independent living are
taken for granted by many youth, but youth with disabilities may have physical or
intellectual limitations that prevent them from engaging in many adult activities without
supports or assistance. Assessment and instruction in these activities of daily living
(A'(s) are common in schools and rehabilitation programs and are important to consider
when planning for transition. A'( assessment areas include
transportation and mobility,
personal care (clothing, grooming, nutrition, medical),
recreation and leisure,
home maintenance, and
communication skills.
3pecially trained teachers, instructors, and therapists can assess individuals in these and
other areas. @ften the service provider has a specialty area (vision loss, deafness, mental
retardation, etc.) and will work with individuals in the community, in schools, or in
residential settings. @ther times, e!tensive longer$term training is re+uired and is done in
the rehabilitation centers found in many communities. This training is sometimes called
pre$vocational because it may need to be completed prior to individual participation in
vocational activities.
Re(erences
American 0sychiatric Association. ()111). 'iagnostic and statistical manual of mental
disorders (Hth ed.). -ashington, '*: Author.
6orgen, -., and Amundson, 9. (#BB;). /odels of adolescent transition. .etrieved
'ecember B, )11", from http:==npin.org=ivpaguide=appendi!=borgen$transition.pdf
&le!er, .., 3immons, T., (uft, 0., D 6aer, .. ()11#). Transition 0lanning for 3econdary
3tudents with 'isabilities. 2pper 3addle .iver, 9L: 0rentice Eall
Lohnson, '., 3word, *., D Eabhegger, 6. (ds.). ()11;). Eandbook for implementing a
comprehensive work$based learning program according to the &air (abor 3tandards Act
("rd ed.). (9*3T ssential Tools). /inneapolis, /9: 2niversity of /innesota, ,nstitute
for *ommunity ,ntegration.
7apes, L., D -hitfield, .A. ()11)). A counselor%s guide to career assessment instruments
(Hth ed.). Tulsa, @7: 9ational *areer 'evelopment Association.
(econte, 0. (#BK<). Iocational assessment of special needs learners: A vocational
education perspective. 0aper presented at the meeting of the American Iocational
Association, Atlanta, 8A.
9eubert, '. (#BK;). 2se of vocational evaluation recommendations in selected public
school settings. *areer 'evelopment for !ceptional ,ndividuals, B, BK$#1;.
3alvia, L., and 5sseldyke, L. . ()11H). Assessment in special and inclusive education (Bth
ed.). 9ew 5ork: Eoughton /ifflin.
E:HIIT 3!" Director% /( Commonl% Used Pu*lis)ed Tests
*onsiderations for investigating and selecting assessments:
The publisher%s -eb site should always be consulted prior to using formal tests as
information changes regularly.
Target groups generally refer to ages or grades of intended test takers and may
include some language or disability demographics.
9orming information from the publisher establishes standardization over a
specific population. /any publishers provide norming information only in
technical manuals.
Jualifications needed to purchase, administer, or interpret tests are determined by
the publisher. @ftentimes credentials must be established prior to purchase. ,f
special credentials are re+uired, tests can only be purchased by an individual (or
agent) with those credentials.
.eliability and validity data are available on some -eb sites and are so noted.
/any publishers will only provide this information with the purchase of testing
materials or technical manuals.
/any tests come in different formats or have more than one version of the same
format. *are should be taken when comparing test scores that they are measuring
the same things.
*osts may include manuals, e+uipment, consumable test booklets, answer sheets,
and reporting forms. 3ome instruments have large up$front costs. *omputerized
scoring usually means higher prices. 0ricing information is current as of Lanuary
)#, )11H. 8enerally, the cost of kits is for ); individuals. Additional score sheets
or test booklets are e!tra.
,f assessments are available on computer *'s or disks, note that the costs will be
higher.
The information included in the directory comes from te!t found on publishers%
-eb sites.
Tests are listed in alphabetical order.
6lank cells in the table indicate that information was not available on the
publisher%s -eb site.
&or a more complete description of many of the tests listed here, see 7apes and
-hitfield, A *ounselor%s 8uide to *areer Assessment ,nstruments, Hth edition,
found in the reference list for this chapter.
Categories3Domains o( Pu*lis)ed Tests
Academic Per(ormance or Ac)ie&ement
Adult 6asic (earning !amination$3econd dition (A6()
A*T
Armed 3ervices Iocational Aptitude 6attery (A3IA6)
6asic nglish 3kills Test (63T)
*omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
',3*@I. Assessment$$$ 'iscovering ,ntellectual 3trengths and *apabilities while
@bserving Iaried thnic .esponses
8eneral ducational 'evelopment Tests (8')
7aufman Test of ducational Achievement$9ormative 2pdate (7$TA$92)
7ey /ath$.evised$9ormative 2pdate (7ey /ath$.$92)
0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.92)
0eabody 0icture Iocabulary Test$,,, (00IT$,,,)
3AT
3econdary (evel nglish 0roficiency Test (3(0)
3tanford Achievement Test 3eries (3tanfordM#1)
3tanford 'iagnostic /ath H
3tanford 'iagnostic .eading H
Terra 9ova
Tests of Adult 6asic ducation (TA6)
Tests of nglish as a &oreign (anguage (T@&()
Test of -ritten (anguage (T@-($")
-echsler Adult ,ntelligence 3cale (-A,3M,,,)
-echsler ,ntelligence 3cale for *hildren (-,3* ,,,)
-ide .ange Achievement Test (-.AT$")
-onderlic 6asic 3kills Test (-63T)
-oodcock 'iagnostic .eading 6attery
-oodcock$Lohnson ,,, *omplete 6attery (Tests of Achievement D Tests of *ognitive
Abilities)
-oodcock (anguage 0roficiency 6attery$.evised (-(0$.)
-oodcock .eading /astery Tests$.evised (-./T$.92)
-ork 7eys
Cogniti&e a*ilities
*onners% .ating 3cales$.evised (*.3$.) and *onners% Adult A'=E' .atings 3cales
(*AA.3) 'iagnostic Assessment of .eading with Trial Teaching 3trategies ('A.TT3)
',3*@I. Assessment$$$ 'iscovering ,ntellectual 3trengths and *apabilities while
@bserving Iaried thnic .esponses
'ysle!ia 3creening ,nstrument
(earning 'isabilities 'iagnostic ,nventory
0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.92)
0eabody 0icture Iocabulary Test$,,, (00IT$,,,)
3tanford$6inet ,ntelligence 3cales, &ifth dition (36;)
Tests of Adult 6asic ducation (TA6)
-echsler Adult ,ntelligence 3cale (-A,3M,,,)
-echsler ,ntelligence 3cale for *hildren (-,3* ,,,)
-oodcock 'iagnostic .eading 6attery
-oodcock$Lohnson ,,, *omplete 6attery (Tests of Achievement D Tests of *ognitive
Abilities)
-oodcock (anguage 0roficiency 6attery$.evised (-(0$.)
-oodcock .eading /astery Tests$.evised (-./T$.92)
e)a&ioral, Social, Emotional
9@T: /any tests used to assess behavioral, social, and emotional factors are not
commonly published but are used primarily in clinical settings by psychologists and
physicians.
Achenbach 3ystem of mpirically 6ased Assessment
Ansell$*asey (ife 3kills (A*(3A)
6ehavior valuation 3cale$Third dition (63$")
6ehavior .ating 0rofile$) (6.0$))
6ehavioral Assessment 3ystem for *hildren (6A3*)
6rigance (ife 3kills=mployability 3kills ,nventories
*onduct 'isorder 3cale (*'3)
*onners% .ating 3cales$.evised (*.3$.) and *onners% Adult A'=E' .atings 3cales
(*AA.3)
'evereu! 6ehavior .ating 3cale$3chool &orm ('6.3)$(*hild and Adolescent Iersions)
/assachusetts 5outh 3creening ,nstrument (/A53, ))
/yers$6riggs Type ,ndicator (/6T,)
3ystematic 3creening for 6ehavior 'isorders (336')
Transition 0lanning ,nventory (T0,)
Type &ocus 0ersonality Type 0rofile
The Iineland Adaptive 6ehavior 3cales (IA63)
5ocational interests and &alues
Ansir%s " 3ides of 5ou 3elf$0erception 0rofiling 3ystem
Armed 3ervices Iocational Aptitude 6attery (A3IA6)
*ampbell ,nterest and 3kill 3urvey (*,33)
*areer !ploration ,nventory
*areer &ocus )111 ,nterest ,nventory (*&),,)
*areerlink ,nventory
The *areer 7ey
*areer3cope *areer Assessment and .eporting 3ystem
*@03ystem
*@03ystem 0icture ,nventory of *areers (*@03$0,*)
Earrington$@%3hea *areer 'ecision$/aking 3ystem (*'/)
7uder *areer 0lanning 3ystem
@ccupational Aptitude 3urvey and ,nterest 3chedule (@A3,3)
@N9T *areer !ploration Tools
0ictorial ,nventory of *areers (0,*)
.eading &ree Iocational ,nterest ,nventory ) (.&I,, ))
3elf$'irected 3earch &orm
Type &ocus 0ersonality Type 0rofile
Ioc$Ties and *areer 'evelopment 0lan
Iocational !ploration and ,nsight 7it (I,7)
Iocational ,mplications of 0ersonality (I,0)
;o* a$titudes and s6ills
Ansir%s " 3ides of 5ou 3elf$0erception 0rofiling 3ystem
Armed 3ervices Iocational Aptitude 6attery (A3IA6)
6ennett Eand Tool 'e!terity Test
6rigance (ife 3kills=mployability 3kills ,nventories
The *areer 7ey
*areer3cope *areer Assessment and .eporting 3ystem
*@03ystem
*rawford 3mall 0arts 'e!terity Test
@ccupational Aptitude 3urvey and ,nterest 3chedule (@A3,3)
0ersonnel Test for ,ndustry$@ral 'irections Test (0T,)
0urdue 0egboard Test
Talent Assessment 0rogram
Tests of Adult 6asic ducation (TA6)
IA(0A. -ork 3amples
-ork 7eys
7or6 *e)a&iors
6rigance (ife 3kills=mployability 3kills ,nventories
The *areer 7ey
0ersonnel Test for ,ndustry$@ral 'irections Test (0T,)
P)%sical and (unctional ca$acities
9@T: /any tests used to measure physical and functional capacities are not commonly
published but are used primarily in clinical settings by physicians and therapists
(occupational, physical, speech and language, etc.).
Ansell$*asey (ife 3kills (A*(3A)
0urdue 0egboard Test
Talent Assessment 0rogram
Transition 0lanning ,nventory (T0,)
IA(0A. -ork 3amples
Selected Su*domains
Assessment (or learning disa*ilities
*omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
*onners% .ating 3cales$.evised (*.3$.), *onners% Adult A'=E' .atings 3cales
(*AA.3)
'iagnostic Assessment of .eading with Trial Teaching 3trategies ('A.TT3)
'ysle!ia 3creening ,nstrument
(earning 'isabilities 'iagnostic ,nventory
0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.92)
0eabody 0icture Iocabulary Test$,,, (00IT$,,,)
-oodcock 'iagnostic .eading 6attery
-oodcock$Lohnson ,,, *omplete 6attery (Tests of Achievement D Tests of *ognitive
Abilities)
Assessments (or reading
Adult 6asic (earning !amination$3econd dition (A6()
6asic nglish 3kills Test (63T)
*omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
'iagnostic Assessment of .eading with Trial Teaching 3trategies ('A.TT3)
'ysle!ia 3creening ,nstrument
7aufman Test of ducational Achievement$9ormative 2pdate (7$TA$92)
(earning 'isabilities 'iagnostic ,nventory
0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.92)
3econdary (evel nglish 0roficiency Test (3(0)
3tanford Achievement Test 3eries (3tanfordM#1)
3tanford 'iagnostic .eading H
3TA. .eading
Terra 9ova (*AT=<)
Tests of Adult 6asic ducation (TA6)
Tests of nglish as a &oreign (anguage (T@&()
-onderlic 6asic 3kills Test (-63T)
-oodcock 'iagnostic .eading 6attery
-oodcock (anguage 0roficiency 6attery$.evised (-(0$.)
-oodcock .eading /astery Tests$.evised (-./T$.92)
Assessments (or arit)metic and mat)ematics
Adult 6asic (earning !amination$3econd dition (A6()
6alanced Assessment in /athematics
*omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
8eneral ducational 'evelopment Tests (8')
7aufman Test of ducational Achievement$9ormative 2pdate (7$TA$92)
7ey /ath$.evised$9ormative 2pdate (7ey /ath$.$92)
0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.92)
3tanford Achievement Test 3eries (3tanfordM#1)
3tanford 'iagnostic /ath H
3TA. /ath
Terra 9ova (*AT=<)
Tests of Adult 6asic ducation (TA6)
-ide .ange Achievement Test (-.AT$")
-onderlic 6asic 3kills Test (-63T)
Assessment (or Inde$endent Li&ing S6ills
Ansell$*asey (ife 3kills Assessment (A*(3A)
6rigance (ife 3kills=mployability 3kills ,nventories
Transition 0lanning ,nventory (T0,)
Tests cross+al6ed to Em$lo%ment and Training Administration's common
$er(ormance measures
Adult 6asic (earning !amination$3econd dition (A6()
6asic nglish 3kills Test (63T)
*omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
Tests of Adult 6asic ducation (TA6)
-ork7eys
T)e Tests
Test 9ame: Achenbach 3ystem of mpirically 6ased Assessment
-eb site: http:==www.aseba.org=
-hat is measured: The *hild 6ehavior *hecklist (*6*() for Ages <$#K obtains reports
from parents, other close relatives, and=or guardians regarding children%s competencies
and behavioral=emotional problems. The Adult 6ehavior *hecklist (A6*() for ages #K
to ;B include normed scales for adaptive functioning, empirically based syndromes,
substance use, internalizing, e!ternalizing, and Total 0roblems.
Target 8roups: 5outh and adults, aged < to ;B. Iersions in 3panish are available.
Eow normed: The *6*( scales are based on new factor analyses of parents% ratings of
H,BBH clinically referred children, and are normed on #,:;" children aged < to #K. The
A6*( profiles display scale scores in relation to norms for each gender at ages #K$"; and
"<$;B, based on national probability samples.
Jualifications re+uired to administer: The use and interpretation of A36A materials
re+uire graduate training in standardized assessment of at least the /aster%s degree level,
plus thorough knowledge of the relevant /anuals and documentation. Administration of
the 3*,*A additionally re+uires supervised e!perience in interviewing children.
Eow administered: 0encil and paper surveys given to individuals, their parents, and=or
teachers. Time needed for administration: ; to #; minutes.
Eow 3cored: Eand or computer scored.
*ost: Eand$scored surveys are O);.11 for fifty. @ther formats and materials are available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A36A# 3outh 0rospect 3treet 6urlington, IT 1;H1#$
"H;<K1)$)<H$<H") http://www.aseba.org
Test 9ame: A*T
-eb site: http:==www.act.org
-hat is measured: The A*T is a college entrance e!am that assesses high school
students% general educational development and their ability to complete college$level
work. The multiple$choice tests cover four skill areas: nglish, mathematics, reading, and
science. The -riting Test, which is optional, measures skill in planning and writing a
short essay.
Target 8roup: Eigh school students and others who plan on applying to college.
Eow normed:
Jualifications re+uired to administer: Administered by trained staff at test centers.
Eow administered: /ust be taken at a regional or local test center. 3ee -eb site for more
information. ,nformation about test accommodations is available at:
http://www.act.org/aap/disab/
Time needed for administration: Three hours and thirty minutes. (onger if the optional
writing test is included.
Eow scored: 3cores are given to each test area. The *omposite 3core is the average of
four Test 3cores, rounded to the nearest whole number. The *omposite score is used by
colleges and others to place students.
*ost: O)B.11.
.eliability and validity:
0ublisher%s address and phone: A*T ;11 A*T 'rive 0.@. 6o! #<K ,owa *ity, ,owa
;))H"$1#<K"#B$"":$#111 http://www.act.org
Test 9ame: Adult 6asic (earning !amination$3econd dition (A6()
Web site: http://harcourtassessment.com
-hat is measured: &unctional abilities of adults.
Target group: A6( is appropriate for use with adults in a variety of adult education
programs, including Tech 0rep programs, 8' programs, and adult literacy programs.
The content accommodates the non$reader.
Eow normed: 8rade +uivalents, .eference 8roup 0ercentile .anks, and 3tanines.
Jualifications re+uired to administer: ligibility to purchase these instruments is
determined on the basis of training and e!perience.
Eow administered: 0aper and pencil.
Time needed for administration: 2n$timed. ach level averages two hours, H1 minutes.
Eow scored: Eand$ or self$scorable.
*ost: 6asic kit is O#11.11. Additional test booklets and score sheets are e!tra.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment #B;11 6ulverde .oad 3an
Antonio, TP :K);B K11$)##$K":K http://harcourtassessment.com
Test name: Ansell$*asey (ife 3kills Assessment (A*(3A)
-eb site: http:==www.caseylifeskills.com or http://www.caseylifeskills.org
-hat is measured: The Ansell$*asey (ife 3kills Assessment is an evaluation of youth
independent living skills. ,t consists of statements about life skills that the youth and
his=her caregivers complete.
Target groups: There are A*(3A versions for four suggested age ranges: A*(3A$,
(ages K$B with ": +uestions) A*(3A$,, (ages #1$#) with ;< +uestions) A*(3A$,,,
(ages #"$#; with K# +uestions) A*(3A$,I (ages #< and up with ##K +uestions) A*(3A
3hort (ages ##$#K with #K +uestions)
Eow normed: ach version has been normed on large groups of appropriately aged
youth.
Jualifications re+uired to administer: 9one.
Eow administered: The test is taken on$line.
Time needed for administration: The A*(3A full$length forms can take anywhere from
#;$"1 minutes to complete. The A*(3A short form takes about five minutes to complete.
Eow scored: A score report is e$mailed back to the respondent within a few minutes after
completion.
*ost: 9o cost.
.eliability and validity: .eliability and validity information is available on -eb site.
0ublisher%s address and phone: *asey &amily 0rograms#"11 'e!ter Avenue 9orth, &loor
" 3eattle, -A BK#1B$";H))1<$)K)$:"11 &a!: )1<$)K)$";;;
http:==www.caseylifeskills.com or http:==www.caseylifeskills.org
Test name: Ansir%s " 3ides of 5ou 3elf$0erception 0rofiling 3ystem
-eb site:ttp:==www.ansir.com
-hat is measured: This profile contains #<K +uestions that lead to insight into styles of
thinking, working and emotions.
Target groups: 9o target population indicated.
Eow normed:
Jualifications re+uired to administer: 9one.
Eow administered: 3elf$administered, on$line.
Time needed for administration: *ompletion of +uestions takes about )1 minutes.
Eow scored: Automatic.
*ost: 9o cost
.eliability and validity:
0ublisher%s address and phone: Available on$line at http://www.ansir.com
Test name: Armed 3ervices Iocational Aptitude 6attery (A3IA6)
-eb site: http://www.asvabprogram.com
-hat is measured: The A3IA6 assesses a student%s ability to learn new skills and is a
predictor of success in training and education programs. The A3IA6 *areer !ploration
0rogram offers an interest inventory and other activities and resources designed to help
students e!plore the world of work and gain confidence in making career decisions.
Target groups: Eigh school and postsecondary students.
Eow normed: 9orms for the A3IA6 were derived from a large and diverse nationally
representative sample of young men and women, ages #< to )", selected by the 9ational
@pinion .esearch *enter. 9orm groups used for reporting students% results include males
and females in grades #1, ##, and #), plus students attending two$year postsecondary
schools.
Jualifications re+uired to administer: The military will administer and interpret the
scores of the A3IA6. ,nformation is available from high school counselors.
Eow administered: 0aper and pencil and computerized adaptive testing.
Time needed for administration: Total administration time is five hours.
Eow scored:
/achine$scored.
*ost: There is no cost either to participating schools or individuals. The military will
administer and interpret the scores at no cost.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 'efense /anpower *enter, 0ersonnel Testing
'ivisionH11 8igling .oad 3easide, *A B"B;;K11$")"$1;#"
http://www.asvabprogram.com
Test name: 6ehavior valuation 3cale$Third dition (63$")
-eb site: http:==www.hes$inc.com=hes.cgi=1";;1.html
-hat is measured: The 6ehavior valuation 3cale$Third dition provides results that
assist school personnel in making decisions about eligibility, placement, and
programming for students with behavior problems who have been referred for evaluation.
The scale yields relevant behavioral information about students regardless of
handicapping conditions, and therefore may be used with students who have learning
disabilities, mental retardation, physical impairments, and other handicapping conditions.
The 63$" was factor analyzed to create the following factor clusters (subscales):
(earning 0roblems, ,nterpersonal 'ifficulties, ,nappropriate 6ehavior,
2nhappiness='epression, and 0hysical 3ymptoms=&ears.
Target groups: *hildren and youth, 7 through #).
Eow normed: The 63$" 3chool Iersion was standardized on a total of ;,#)H students
ages H through #B years old. The 63$" Eome Iersion was standardized on a total of
H,<H" students ages H through #B years old. The standardization population included
students from )B states, represented all geographic regions of the 2nited 3tates, and
closely appro!imated the )111 demographic characteristics of the 2nited 3tates.
Jualifications re+uired to administer:
Eow administered: 0aper and pencil.
Time needed for administration: The 63$":3 3I can be completed in appro!imately #;
minutes and includes ;H items easily observed and documented by educational personnel.
The 63$":3 EI can be completed by a parent=guardian in appro!imately #; minutes
and includes ;) items representing behaviors e!hibited in and around the home
environment.
Eow scored: Eand or computer scoring.
*ost: The kit costs O)1<.;1. &orms and other materials are e!tra.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: Eawthorne ducational 3ervicesK11 8ray @ak 'rive
*olumbia, /@ <;)1#K11$;H)$#<:" http://www.hes-inc.com/hes.cgi/inde.html!
id"#$%&5'(u
Test name: 6alanced Assessment in /athematics
-eb site: http:==www.*T6.com (*lick on 3pecial 0roducts under the 0roducts D 3ervices
tab)
-hat is measured: The purpose of the 6alanced Assessment in /athematics is to assess
the students% mathematical skill level. The emphasis is on assessing student performance
on worthwhile tasks involving practical conte!ts and substantial chains of reasoning.
Target groups: 8rades three to tenF eight levels, one for each grade.
Eow normed: The grade$by$grade content is based on the 9ational *ouncil of Teachers
of /athematics% 0rinciples and 3tandards for 3chool /athematics, as well as
international standards. The content reflects a broad spectrum of mathematics content and
processes and provides structured insight into what students know.
Jualifications re+uired to administer: Teacher administration.
Eow administered: 0aper and pencil.
Time needed for administration: &orty minutes for form AF H1 minutes for form 6.
Eow scored: *omputer scoring.
*ost: *omplete kit for each grade level (); students) is O#B).11.
.eliability and validity: .eliability and validity data not available on the -eb site.
0ublisher%s address and phone: *T6=/c8raw$Eill)1 .yan .anch .oad /onterey, *A
B"BH1K11$;"K$B;H: &AP K11$)K)$1)<< http://www.ctb.com
6asic nglish 3kills Test (63T)
-eb site: http://www.cal.org/)*+,/
-hat is measured: The 63T is a measurement tool designed for adult 3( learners at
the survival and pre$employment skills level. The 63T consists of an @ral ,nterview
3ection and a (iterary 3kills 3ection that are scored separately.
Adult 3( learners.
Eow normed:
Jualifications re+uired to administer:
Eow administered: &ace to face and paper and pencil. *omputerized versions also
available. Time needed for administration: The @ral ,nterview 3ection is an individually
administered, face$to$face interview re+uiring appro!imately #; minutes per e!aminee.
The (iteracy 3kills 3ection may be administered in one hour, either individually or to
groups.
Eow scored: Eand$scored.
*ost: *omplete kit is O#;1.11.
.eliability and validity:
0ublisher%s Address and 0hone: *enter for Applied (inguisticsH<H< H1th 3treet 9-,
-ashington, '* )11#<$#K;B)1)$"<)$1:11 &AP )1)$"<)$":H1
http://www.cal.org/)*+,/
6ehavior .ating 0rofile$) (6.0$))
-eb site: http://www.proedinc.com/store/inde.php!
mode"product-detail.id"/01/
-hat is measured: A battery of si! norm$referenced instruments, the 6.0$) provides
different evaluations of a student%s behavior at school and at home by teachers, parents,
peers, and the target students themselves.
Target 8roups: *hildren ages si! and a half to #K.
Eow normed: The 6.0$) components were all normed individually on large,
representative populations. The 3tudent .ating 3cales normative group included ),<K)
students residing in )< states. The 0arent .ating 3cales were completed by #,BHK parents
in #B different states. The Teacher .ating 3cales were normed on a group of #,H;)
teachers from )< states.
Jualifications re+uired to administer:
Eow administered: 0aper and pencil. &orms may be completed by teachers, parents,
peers, and the target student.
Time needed for administration: Twenty minutes.
Eow scored: The responses allow e!aminers to test different diagnostic hypotheses when
confronted with reports of problem behavior.
*ost: A complete kit is O)1H.11.
.eliability and validity: .eliability information is available on the -eb site.
0ublisher%s address and phone: 0.@$', ,nc. K:11 3hoal *reek 6oulevard Austin, TP
:K:;:$<KB: K11$KB:$")1) http://www.proedinc.com
Test name: 6ehavioral Assessment 3ystem for *hildren (6A3*$))
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a4////
-hat is measured: The 6A3* is a multi$method, multi$dimensional approach to
evaluating the behavior and self$perceptions of children. ,t has five components that can
be used individually or in any combination. The three core components are Teacher
.ating 3cales (T.3), 0arent .ating 3cales (0.3), and 3elf$.eport of 0ersonality (3.0).
Additional components include 3tructured 'evelopmental Eistory (3'E) and 3tudent
@bservation 3ystem (3@3). The 6A3* measures positive (adaptive) as well as negative
(clinical) dimensions of behavior and personality.
Target groups: Two forms covering ages two to )#.
Eow normed: 9orm groups used represent the population of 2.3. children aged two and
a half to #K, including a representative sample of e!ceptional children.
Jualifications re+uired to administer: 2sers are e!pected to have had formal training in
the administration, scoring, and interpretation of behavior rating scales and self$report
personality scales. *lerical staff, with appropriate training, may administer and score
various 6A3* components, but interpreting and applying the results re+uire a graduate
level of education in psychology.
Eow administered: 0aper surveys.
Time needed for administration: T.3=0.3: #1$)1 minutes, 3.0: "1 minutes. 3'E:
6ecause this is a comprehensive history and background survey, it will vary from family
to family. 3@3: #; minutes
Eow scored: &orms can be hand$scored or scored by computer with the 6A3* nhanced
A33,3T or the 6A3* 0lus software.
*ost: !amination starter set is O#1B.BB. /any other components and manuals are
available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B<K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com
Test name: 6ennett Eand$Tool 'e!terity Test
-eb site: http://harcourtassessment.com/
-hat is measured: The 6ennett Eand$Tool 'e!terity Test measures basic hand$tool
skills.
Target groups: Adults or young people.
Eow normed: ,ncluded in the Technical /anual are percentile ranks for maintenance
mechanics, technical trainees, physically inCured workers, special education and
vocational training students, and trainees with mental or emotional disabilities.
Jualifications re+uired to administer: 9o specific +ualifications re+uired to administer or
interpret the 6ennett Eand$Tool 'e!terity Test.
Eow administered: Eands$on.
Time needed for administration: Ten minutes
Eow scored: 3core is based on speed of completion.
*ost: *omplete set is O":;.11. *an be used over and over again.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
TP :K);BK11$)##$K":K http://harcourtassessment.com/
Test name: 6rigance (ife 3kills=mployability 3kills ,nventories
-eb site: http://www.curriculumassociates.com
-hat is measured: The (ife 3kills ,nventory evaluates the basic skills and functional life
skills in the conte!t of real world situations. mployability 3kills ,nventory assesses
basic and employability skills in the conte!t of Cob seeking and on$the$Cob.
Target groups 3econdary special education, vocational education and 3( programs.
3panish version available.
Eow normed: *riterion referenced. ach inventory is based on observable functions and
se+uenced by task analysis.
Jualifications re+uired to administer: Assessment can be completed by a
paraprofessional under professional supervision.
Eow administered: 0aper and pencil. ,nventory binder and student=class record keeping
documents are inclusive of all necessary items.
Time needed for administration: Administration time varies, but individual assessments
are reported to take #1$)1 minutes each depending on the learner.
Eow scored: Eand$scored.
*oat: (3,=3, /anuals are OKB.B; each and are reusable. (earner record books are
O)H.B; for #1, and program record books are O#).B; each.
.eliability and validity:
0ublisher%s address and phone: *urriculum Associates, ,nc.#;" .angeway .oad 9.
6illerica, /A 1#K<)K11$));$1)HK http://www.curriculumassociates.com
Test name: *ampbell ,nterest and 3kill 3urvey (*,33)
-eb site: http://www.pearsonassessments.com/tests/ciss.htm
-hat is measured: The *,33 measures self$reported vocational interests and skills.
3imilar to traditional interest inventories, the *,33 interest scales reflect an individual%s
attraction for specific occupational areas.
Target groups ,ndividuals aged #; and older
Eow normed: .The *,33 @rientation, 6asic ,nterest and 3kill, and @ccupational scales
were standardized using a reference sample of ;,)); employed men and women
representing a wide array of occupations.
Jualifications re+uired to administer: 6achelor%s degree in related field and coursework
in the use of psychological testing.
Eow administered: 0aper and pencil or on$line administration. 3panish versions
available.
Time needed for administration: Twenty$five minutes.
Eow scored: *omputer, mail$in, or ,nternet scoring.
*ost: ,nternet administration: starting at O#H.:; per individual.
.eliability and validity information only available in technical manuals available for
purchase.
0ublisher%s address and phone: 0earson Assessments#$K11$<):$:):#, e!t.
"));http:==www.pearsonassessments.com
Test name: *areer !ploration ,nventory (*,)
-eb site: http://www.5ist.com
-hat is measured: ,nterest levels in #; career clusters via #)1 +uestions.
Target groups: Target group: high school and adult. 3panish version available.
Eow normed: 9orm group information not available. .eading level: grade seven.
Jualifications re+uired to administer: 9o specific +ualifications re+uired for
administering and interpreting the *areer !ploration ,nventory.
Eow administered: 0aper and pencil administration.
Time needed for administration:
Eow scored: 3elf$scoring.
*ost: @ne to nine packages are O"H.B; per package, and ten or more packages are O"1.B;
per package. A package contains ); K.;G ! ##G, #)$panel, self$scoring=self$interpreting
foldouts.
.eliability and validity: Ialidity information available on -eb site.
0ublisher%s address and phone: L,3T 0ublishingKB1) @tis Avenue ,ndianapolis, ,9
H<)#<K11$<HK$;H:K http://www.5ist.com
Test name: *areer &ocus )111 ,nterest ,nventory (*&),,)
-eb site: http://www.iccweb.com/careerfocus/inde.asp
-hat is measured: The *&),, contains #K1 inventory items about work tasks drawn from
#K occupational fields. .espondents will receive an analysis report indicating their level
of interest in each field and a list of occupations matching their interests.
Target groups Eigh school and college students, as well as adults who wish to identify
career options related to their personal interests.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 3elf$administered, on$line.
Time needed for administration: *ompletion of the *&),, takes appro!imately )1$"1
minutes.
Eow scored: 6y completing the *&),,, respondent will receive an analysis report
immediately after completing the +uestions.
*ost: 9o cost.
.eliability and validity:
0ublisher%s address and phone: Lames *. 8onyea, 8onyea D Associates, ,nc. ##;#
/aravista 'rive 9ew 0ort .ichey, &( "H<;;:):$":<$1":"
http://www.iccweb.com/careerfocus/inde.asp
Test name: *areerlink ,nventory
-eb site: http://www.mpc.edu/cl/climain.htm
-hat is measured: The *areerlink ,nventory is designed to match the way individuals
see themselves $ their interests, aptitudes, temperaments, physical capacities, preferred
working conditions and desired length of preparation for employment $ with available
career information from the 2nited 3tates 'epartment of (abor.
Target groups 'esigned for college students and above. /ay be appropriate for some
high school students.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 3elf administered, on$line.
Time needed for administration: @n$line administration takes #1 to #; minutes to
complete.
Eow scored: 3cored automatically with results available in less than two minutes.
*ost: 9o cost.
.eliability and validity:
0ublisher%s address and phone: /onterey 0eninsula *ollege *ounseling 'epartmentBK1
&remont 3treet /onterey, *A B"BH1K"#$<H<$H111
http://www.mpc.edu/cl/climain.htm
Test name: The *areer 7ey
-eb site: http://www.careerkey.org
-hat is measured: The *areer 7ey is a career test that measures an individual%s skills,
abilities, values, interests, and personality. ,t identifies Cobs and provides information
about salaries, Cob outlook, and Cob training re+uirements.
Target groups: 5oung people and adults.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 3elf administered, on$line.
Time needed for administration: @n$line administration takes about #;$)1 minutes for
input followed by interpretation of answers. The site contains a great deal of
supplemental career information based on national career publications.
Eow scored: 3elf scoring and interpreting.
*ost: 9o cost.
.eliability and validity:
0ublisher%s address and phone: (awrence 7. Lones http:==www.careerkey.org
Test name: *areer3cope $ *areer Assessment and .eporting 3ystem
-eb site: http://www.vri.org/careerscope/
-hat is measured: The ,nterest ,nventory measures and identifies a user%s attraction to
careers that correspond to the 2.3. 'epartment of (abor%s ,nterest Areas. ,t also measures
si! areas of aptitude and combines results to form an GAssessment 0rofileG.
Target groups: /iddle school students through adults.
Eow normed:
Jualifications re+uired to administer:
Eow administered: @n personal computer using specially designed software. .eading
level is fourth grade. Also comes with audio capabilities. Available in 3panish.
Time needed for administration: (ess than <1 minutes.
Eow scored: 3coring and reporting done automatically by computer.
*ost: *ost varies by method of administration.
.eliability and validity:
0ublisher%s address and phone: Iocational .esearch ,nstitute#;)K -alnut 3treet, 3uite
#;1)0hiladelphia, 0A #B#1)K11$K:H$;"K: http://www.vri.org/careerscope/
Test name: *omprehensive Adult 3tudent Assessment 3ystem (*A3A3)
-eb site: http://www.casas.org
-hat is measured: *A3A3 contains a variety of instruments to measure functional
reading, math, listening, speaking, and higher order thinking skills in everyday adult life
and work conte!ts. Assessment can be customized to measure specific competencies.
,nstructors can use *A3A3 to place learners into programs, diagnose learners%
instructional needs, monitor progress, and certify mastery of functional basic skills. The
*A3A3 3kill (evel 'escriptors show a continuum of skills from beginning through
advanced adult secondary. They provide descriptions of adults% general Cob$related ability
in reading, mathematics, oral communication, and writing. The 3kill (evel 'escriptors
e!plain in general terms what most learners can accomplish at the *A3A3 scale score
level in a specific skill area.
Target groups: Adolescents and adults in the workforce system.
Eow normed: .esults from most *A3A3 tests are reported on a common numerical
scale. This scale has been verified and validated on more than three million adult and
youth learners.
Jualifications re+uired to administer: 6ecause *A3A3 is a comprehensive curriculum
management and assessment system, training is necessary to ensure accurate use of tests
and interpretation of learner results. *A3A3 has developed an effective implementation
plan to deliver training to administrators, instructors, workplace trainers, human
resources personnel and other key staff in education and training programs nationwide.
Eow administered: *A3A3 tests are mainly paper and pencil. 3ome computerized
versions of tests are available.
Time needed for administration: Iaries considerably depending on the type of
assessment.
Eow scored: Eand or computer scoring.
*ost: Iaries considerably depending on the type of assessment.
.eliability and validity: .eliability and validity information available by purchasing
technical manual.
0ublisher%s address and phone: *A3A3;#;# /urphy *anyon .oad, 3uite ))1 3an
'iego, *alifornia B)#)"$H""BK11$);;$#1"< http://www.casas.org
Test name: *onduct 'isorder 3cale (*'3)
-eb site: http://www.proedinc.com/store/inde.php!
mode"product-detail.id"1/455
-hat is measured: The *onduct 'isorder 3cale (*'3) is an instrument for evaluating
students e!hibiting severe behavior problems who may have *onduct 'isorder. The H1
items on the *'3 describe the specific diagnostic behaviors characteristic of persons with
*onduct 'isorder. These items comprise four subscales representing the core symptom
clusters necessary for the diagnosis of *onduct 'isorder: Aggressive *onduct, 9on$
aggressive *onduct, 'eceitfulness and Theft, and .ule Iiolations.
Target groups: The *'3 is for individuals ages ; though )) who present uni+ue
behavioral problems.
Eow normed: 9ormed on a representative national sample of more than <11 persons
who were diagnosed with *onduct 'isorder.
Jualifications re+uired to administer: The *'3 can be administered by anyone who has
had direct, sustained contact with the referred individual (e.g., teachers, parents, siblings,
etc.).
Eow administered: 0aper and pencil.
Time needed for administration: &ive to ten minutes.
Eow scored: 3tandard scores and percentiles are provided. A *onduct 'isorder Juotient
is derived based on information from all four subscales.
*ost: A complete kit is OKB.11. @ther forms and materials available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 0.@$', ,nc.K:11 3hoal *reek 6oulevard Austin, Te!as
:K:;:$<KB:K11$KB:$")1) http://www.proedinc.com
Test name: *onners% .ating 3cales$.evised (*.3$.), *onners% Adult A'=E' .atings
3cales (*AA.3)
-eb site: http://www.pearsonassessments.com/tests/crs-r.htm
http://www.pearsonassessments.com/tests/caars.htm
-hat is measured: *.3$. is an instrument that uses observer ratings and self$report
ratings to help assess attention deficit=hyperactivity disorder (A'=E') and evaluate
problem behavior in children and adolescents. *AA.3 evaluates adults.
Target groups: &or the *.3$., parents and teachers of children and adolescents ages
three to #: and adolescent self$report ages #)$#:. &or the *AA.3, self$report ages #K
and older.
Eow normed: &or the *.3$., norms were based on a sample of K111Q children and
adolescents, males and females, ages three to #:. /inority group samples were
represented. 3tandardized data were based on the means and standard deviations for
groups of children with A'=E' and children without psychological problems. The
*AA.3 non$clinical self$report was based on #,1)< individuals and observer form on
BH" individuals.
Jualifications re+uired to administer: 6achelor%s degree in related field and coursework
in the use of psychological testing.
Eow administered: 0aper and pencil to parents of younger children or to the adolescent.
Time needed for administration: (ong Iersion takes #;$)1 minutes. 3hort Iersion takes
;$#1 minutes
Eow scored: Eand scoring. -hen the profile forms are completed, an easy$to$interpret
graphical display of the results is produced to help present results to parents, teachers, or
other relevant parties.
*ost: *omplete package with manuals and ); score sheets is O)H".11.
.eliability and validity: .eliability and validity information only available in technical
manuals available for purchase.
0ublisher%s address and phone: 0earson Assessments#$K11$<):$:):#, e!t. "));
http:==www.pearsonassessments.com
Test name: *@03ystem: *areer @ccupational 0reference ,nterest ,nventory (*@03),
*areer Ability 0lacement 3urvey (*A03) and *areer @rientation 0lacement and
valuation 3urvey (*@03)
-eb site: http:==www.edits.net=cops.html http:==www.edits.net=caps.html
http://www.edits.net/copes.html
-hat is measured: The *@03ystem instruments are designed to provide individuals with
coordinated measures of interests, abilities and work values.
Target groups: Lunior high, high school and adult. 3panish and pictorial versions
available.
Eow normed: 9orms are based on Cunior high=high school and community college
students.
Jualifications re+uired to administer: 9o specific +ualifications are re+uired to
administer or interpret the *@03ystem.
Eow administered: 0aper and pencil administration
Time needed for administration: *@03 (interests), )1 minutes *A03 (abilities), ;1
minutes *@03 (work values), )1$"1 minutes
Eow scored: Time for hand scoring is #;$)1 minutes per test. Time re+uired for machine
scoring and returning is about ten days.
*ost: 3elf$scoring cost for all three assessments combined (*@03, *A03, *@03) is
O#H;.;1 for );. /achine scoring cost depends on +uantity.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: d,T3 0.@. 6o! :)"H 3an 'iego, *A B)#<: K11$H#<$
#<<< http://www.edits.net
Test name: *@03ystem 0icture ,nventory of *areers (*@03$0,*)
-eb site: http://www.edits.net/cops6ic.html
-hat is measured: *@03$0,* is a non$verbal assessment of occupational interest. ,t
illustrates a variety of occupational activities, using realistic pictures of people in non$
stereotyped roles.
Target groups: This form of the *@03 was designed to help assess younger students,
students with reading or language difficulties, and individuals with low academic or
career motivation. ,t is also appropriate for adults with lower or no reading ability as well
as non$nglish speaking e!aminees. 3cores are keyed to the #H *@03ystem *areer
*lusters and provide access to information about thousands of occupations.
Eow normed: 3eventh through twelfth grades.
Jualifications re+uired to administer:
Eow administered: 0aper and pencil with no reading re+uired.
Time needed for administration: (ess than half an hour to take and score.
Eow scored: Eand scored by administrator. 3cores are keyed to the #H *@03ystem
*areer *lusters and provide access to information about thousands of occupations.
*ost: The cost is O"H.); for ); test booklets. /anuals and other materials available.
.eliability and validity:
0ublisher%s address and phone: d,T3 0.@. 6o! :)"H 3an 'iego, *A B)#<: K11$H#<$
#<<< http://www.edits.net
Test name: *rawford 3mall 0arts 'e!terity Test
-eb site: http:==harcourtassessment.com=
-hat is measured: The *rawford 3mall 0arts 'e!terity Test measures an individual%s
eye$hand coordination and fine motor de!terity.
Target groups: Adolescents or adults.
Eow normed: 0ercentile ranks for electronics assembly trainees and for individuals who
fit into A'A profiles.
Jualifications re+uired to administer:
Eow administered: Eands on. 9o reading.
Time needed for administration: ight to #; minutes.
Eow scored: 6y the amount of time to complete.
*ost: *omplete set is O;#).11. *an be used over and over.
.eliability and validity:
Earcourt Assessment#B;11 6ulverde .oad 3an Antonio, TP :K);B K11$)##$K":K
http://harcourtassessment.com/
'evereu! 6ehavior .ating 3cale$3chool &orm ('6.3)$(*hild and Adolescent Iersions)
http://harcourtassessment.com
The '6.3 is used for identifying behaviors that may indicate severe emotional
disturbances in children and adolescents and is based on federal criteria and can be used
by educators, psychologists, guidance counselors, and other assessment professionals. ,t
can evaluate the e!istence of behaviors indicating severe emotional disturbance, provide
normative comparisons of behaviors, compare results across informants (e.g., teachers,
parents), assess an individual in a variety of settings, provide information for treatment
planning, and evaluate treatment effectiveness as a pre=post measure.
Target groups: *hildren and youth, aged ; to #K.
Eow normed:
Jualifications re+uired to administer: This instrument may be purchased by individuals
who are certified by a professional organization recognized by Earcourt Assessment to
re+uire training and e!perience in a relevant area of assessment and may also be
purchased by individuals with a master%s degree in psychology, education, or a related
field with relevant training in assessment.
Eow administered: 0aper and pencil administration.
Time needed for administration: &ive minutes
Eow scored:
*ost: *omplete kit is O#:;.11. @ther forms and materials available.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment, ,nc.#B;11 6ulverde .d. 3an
Antonio, Te!as :K);B$":1##$K11$)##$K":K harcourtassessment.com
Test name: 'iagnostic Assessment of .eading with Trial Teaching 3trategies ('A.TT3)
-eb site: http://www.riverpub.com/products/group/dartts/
-hat is measured: The 'A.TT3 program comprises individually administered tests and
related diagnostic lessons. The 'iagnostic Assessments of .eading is comprised of si!
tests of reading and language. The Trial Teaching 3trategies are comprised of brief
lessons tailored to stages of reading development.
Target groups: 3tudents of all ages, including those in adult education.
Eow normed: 9ormed for all ages of students.
Jualifications re+uired to administer: 'esigned for reading teachers, classroom teachers,
special education and Title , teachers, and other professionals charged with helping
students read better.
Eow administered: 0aper and pencil administration.
Time needed for administration: Takes appro!imately ;1 minutes to administer.
Eow scored: Eand scored.
*ost: 0rogram kit is O)HB.;1. 0rogram records booklets are O)".:; for #;.
.eliability and validity: Ialidity information available on -eb site.
0ublisher%s address and phone: .iverside 0ublishing H); 3pring (ake 'rive ,tasca, ,(
<1#H" K11$")"$B;H1 http://www.riverpub.com
Test name: ',3*@I. Assessment $ 'iscovering ,ntellectual 3trengths and *apabilities
while @bserving Iaried thnic .esponses
-eb site: http://www.discover.ari7ona.edu/
-hat is measured: The ',3*@I. Assessment is an observation$based instrument
designed to measure a wide range of abilities in individuals, ages three and up. 2nlike
most traditional assessment methods, the ',3*@I. approach combines several modern
theories of intelligence with current research on brain functioning, resulting in a
comprehensive and accurate profile of strengths. /ost ',3*@I. Assessments take
place in a regular classroom, with an entire class of students at the same time.
0articipants are guided through active, hands$on problem$solving e!ercises (using toys
and other age$appropriate materials) that have the appearance of play activities.
,nstruments are available for various age groups from pre$7 to twelfth grade. Adult
versions are also available.
Target groups: Ages three to adult.
Eow normed:
Jualifications re+uired to administer: Administered by ',3*@I. staff or by local staff
trained by ',3*@I. staff.
Eow administered: Administration is done one$on$one or in small groups (no more than
five students for one assessor).
Time needed for administration: An assessment may take up to eight hours including
time to debrief.
Eow scored: *hildren participate in five activities: 3patial Artistic, 3patial Analytical,
@ral and -ritten (inguistic, and /athematics. .esults are later compiled according to the
respective intelligences and are used to create G3trength 0rofilesG, reports that show the
levels of strength for all the intelligences. 3coring is done by the administrator.
*ost: 'ependent on type of administration. Tucson staff can perform assessments on site
or can train staff at your school or facility to perform assessments. The cost can be as
much as O):1.11 per student or as low as O#1K.11 depending on travel.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 'epartment of 3pecial ducation .ehabilitation D
3chool 0sychology *ollege of ducation The 2niversity of Arizona Tucson, AR K;:)#$
11<B ;)1$<))$K#1< http:=w=ww.discover.arizona.edu
Test name: 'ysle!ia 3creening ,nstrument
-eb site: http://harcourtassessment.com/
-hat is measured: The 'ysle!ia 3creening ,nstrument 0rofile screens for strengths and
weaknesses often associated with dysle!ia
Target groups: 8rades one through #).
Eow normed: 9orms $ 0ass=fail=inconclusive.
Jualifications re+uired to administer: 9o specific re+uirements for administering and
interpreting the 'ysle!ia 3creening ,nstrument.
Eow administered: *omputer administered.
Time needed for administration: Takes "1 minutes to complete.
Eow scored: *omputer scored.
*ost: *omplete kit (teacher rating forms, manual and scoring program software) is
O#"K.11. A package of ;1 rating forms is O;B.11.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
TP :K);B K11$)##$K":Khttp:==harcourtassessment.com
Test name: 8eneral ducational 'evelopment Tests (8')
-eb site: http:==www.acenet.edu (*lick on 8' Testing 3ervices under (ooking for a
0rogram or 3ervice)
-hat is measured: A high school e+uivalency test that assesses learning in five areas:
language arts$writing, social studies, science, language arts$literature, and mathematics. A
8' credential documents high school$level academic skills.
Target groups: Adults.
Eow normed: 8rade #) students from ;;: schools stratified by public=non$public
schools, geographic region, and socioeconomic status.
Jualifications re+uired to administer: The test is administered by state agencies or their
representatives. Test scorers are certified by the 8' Testing 3ervice.
Eow administered: Available in 6raille, audio$cassette and large print editions.
,nformation about test accommodations is available at:
http:==www.acenet.edu=A/=Template.cfm?3ectionA8'T3DT/0(ATA=
*/=*ontent'isplay.cfmD*@9T9T,'A#)))"
Time needed for administration: Test time ranges from B1 to ##1 minutes for each of the
five tests.
Eow scored: /inimum scores for passing the test are set by individual states. Eand or
machine scored.
*ost: Iaries by stateF the test may be free or cost as much as OK1.11.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 8eneral ducation 'evelopment Testing 3ervice
American *ouncil on ducation @ne 'upont *ircle, 9- -ashington, '* )11"<$##<"
)1)$B"B$B"11 http://www.acenet.edu
Test name: Earrington$@%3hea *areer 'ecision$/aking 3ystem (*'/)
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a18944
-hat is measured: The *'/ self$assesses abilities, interests, and work values all in one
instrument.
Target groups: /iddle school through adult. 3panish version available.
Eow normed: 9o derived scores from norm groups. #BB# standardization samples were
made up of B<; people for (evel # and BB< people for (evel ) and were defined based on
#BB1 2.3. *ensus data.
Jualifications re+uired to administer: Test administrator must have completed training in
measurement, guidance or appropriately related discipline or have e+uivalent supervised
e!perience in test administration and interpretation.
Eow administered: 0aper and pencil administration and computer version.
Time needed for administration: Total administration time is );$H; minutes.
Eow scored: Time re+uired for hand scoring is five to ten minutes. *'/ -indows
version available.
*ost: &ull kits begin at O"BB.BB for ); administrations. Additional booklets e!tra.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B< K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com/
Test name: 7aufman Test of ducational Achievement ,,$(7$TA ,,)
-eb site: http://www.agsnet.com/group.asp!n2roup3nfo3&"a48815
-hat is measured: The 7TA$,, is an individually administered battery that gives you a
fle!ible, thorough assessment of the key academic skills in reading, math, written
language (new), and oral language (new).
Target groups: Ages: H.; through ); (*omprehensive &orm)F H.; through B1Q (6rief
&orm)
Eow normed: 6ased on a national sampling of over ",111 people, it provides accurate
score comparisons for reading decoding, reading comprehension, and math applications
with the other achievement batteries with which it was co$normed: 0,AT$.=92,
7ey/ath$.=92, and -./T$.=92.
Jualifications re+uired to administer: Test administrator must have completed graduate
training in measurement, guidance or appropriate related discipline or have e+uivalent
supervised e!perience in test administration and interpretation.
Eow administered: 0aper and pencil administration.
Time needed for administration: *omprehensive &orm$(0re7$7) "1 minutesF (8rades #$
)) ;1 minutesF (8rades "Q) K1 minutesF 6rief &orm$(H$< to B1) )1$"1 minutes
Eow scored: Eand scored. 3coring software is available for the comprehensive form.
3cores=,nterpretation: Age$ and grade$based standard scores (/A#11, 3'A#;), age and
grade e+uivalents, percentile ranks, normal curve e+uivalents (9*s), and stanines
*ost: *omprehensive kit includes ); record forms, test easels, and sample report to
parents for O)BB.BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B< K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com/
Test name: 7ey /ath$.evised$9ormative 2pdate (7ey /ath$.$92)
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a89/9/
-hat is measured: 7ey /ath$.$92 assesses critical math skills through #" subtests to
determine a measure of understanding and application of important mathematics concepts
and skills.
Target groups: 8rades 7 through #).
Eow normed: 6ased on a national sampling of over ",111 people, it provides accurate
score comparisons for math operations and math applications with the other achievement
batteries with which it was co$normed: 7$TA=92 and 0,AT$.=92.
Jualifications re+uired to administer: Test administrator must have completed graduate
training in measurement, guidance or appropriate related discipline or have e+uivalent
supervised e!perience in test administration and interpretation.
Eow administered: The basic testing materials consist of two easels that contain testing
items and directions for presenting and scoring items. -ritten computation is permitted
only on some of the subtests in the operations area.
Time needed for administration: Administration time is ";$;1 minutes
Eow scored: Eand scored or scoring software is available.
*ost: The entire kit (&orm A or &orm 6) may be purchased for O)BH.BB. 6oth are
O;").BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B< K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com/
Test name: 7uder *areer 0lanning 3ystem
-eb site: http://www.kuder.com/
Three assessments are bundled. The 7uder *areer 3earch with 0erson /atch helps an
individual discover career interests, e!plore occupations beyond Cob titles, and effectively
apply personal interests to career plans. The 7uder 3kills Assessment is a self$estimate of
an individual%s ability to perform work$related tasks. 3uper%s -ork Ialues ,nventory$
revised helps determine what work characteristics are important to the individual.
Target groups: ,ndividuals in eighth grade through adulthood.
Eow normed:
Jualifications re+uired to administer: 3elf$administered with additional materials that
can be used with career counselors, parents, and teachers.
Eow administered: @n$line with printed reports.
Time needed for administration: Twenty minutes or less for each assessment.
Eow scored: @n$line and immediate.
*ost: @ne payment of O#B.B; covers all three assessments.
.eliability and validity:
0ublisher%s address and phone: 9ational *areer Assessment 3ervices, ,nc.)#1 9 #1th 3t
0@ 6o! )::Adel ,A ;111"K11$"#H$KB:) www.ncasi.com
Test name: (earning 'isabilities 'iagnostic ,nventory (('',)
-eb site: http://www.proedinc.com/store/inde.php!
mode"product-detail.id"'5/5
The ('', is a rating scale designed to help psychologists, diagnosticians, (' specialists,
speech$language pathologists, and others identify (i.e., diagnose) intrinsic processing
disorders and learning disabilities in students.
Target groups: Ages K to #: years and ## months.
Eow normed: The test was normed on ),#;) students with (earning 'isabilities residing
in H" states and '*. The demographic characteristics of the normative sample are
representative of the population of students who have learning disabilities in the 2nited
3tates as a whole.
Jualifications re+uired to administer: The e!aminer should be a school psychologist,
educational diagnostician, speech$language pathologist, (' specialist, or similarly$
trained professional who knows how to interpret +uantitative and +ualitative information
and use it to diagnose specific learning disabilities.
Eow administered: 0aper and pencil administered.
Time needed for administration: Takes #1$)1 minutes to complete.
Eow scored: Eand scored.
*ost: O##).11 for a complete kit including e!aminer%s manual (#1< pages) and ;1 rating
summary booklets.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 0.@$', ,nc. K:11 3hoal *reek 6oulevard Austin, TP
:K:;:$<KB: K11$KB:$")1) http://www.proedinc.com
Test name: /assachusetts 5outh 3creening ,nstrument (/A53, ))
-eb site: http://www.umassmed.edu/nysap/:;<+38/
The /A53,$) is a screening instrument used for youth who are entering the Cuvenile
Custice system in order to identify potential mental health problems in need of immediate
attention. Target groups: 5outh, ages #)$#:, entering the Cuvenile Custice system
Eow normed:
Jualifications re+uired to administer: /A53,$) is feasible for use by non$clinical staff
at intake probation, pretrial detention admission, and reception into a state%s youth
authority facilities.
Eow administered: .e+uiring less than #1 minutes to administer and using the youth%s
self$report, the /A53,$) is feasible for use by non$clinical staff at intake probation,
pretrial detention admission, and reception into a state%s youth authority facilities.
Time needed for administration: Ten minutes.
Eow scored: Eand scored in three minutes.
*ost: The /A53, ) manual costs O<1.11. .eproducible screening forms come with the
manual and there is no limit on the number of copies that can be made.
.eliability and validity: .eliability and validity information available on the -eb site.
0ublisher%s address and phone: The 9ational 5outh 3creening Assistance 0roCect
2niversity of /assachusetts -orcester *ampus ;; (ake Avenue 9orth -orcester, /A
1#<;; 0hone ;1K$K;<$K;<H http://www.umassmed.edu/=<+;6/
Test name: /yers$6riggs Type ,ndicator (/6T,)
-eb site: http://www.cpp.com/products/mbti/inde.asp
-hat is measured: A personality inventory that helps counselors=career
professionals=consultants improve work and professional relationships, increase
productivity, and identify leadership and interpersonal communication preferences for
clients.
Target groups: ,ndividuals #H years and older. 3panish, 8erman, &rench, 'utch, &rench
*anadian, ,talian, 7orean, 0ortuguese, 'anish, 9orwegian, *hinese, 3wedish and
Anglicized adaptation versions available.
Eow normed: 9orm group on which scores are based was ",)11 adults, #K years and
older, from across the 2nited 3tates. 0ercentages of age, gender, and ethnic groups
matched #BB1 2.3. *ensus percentages.
Jualifications re+uired to administer: Jualification is granted to those who have
received training for the use of the /6T,, either through a *00, ,nc. approved +ualifying
program (you must pass the common e!am) @. have a minimum of a bachelors degree
that includes successful completion of a college course in the interpretation of
psychological assessment and measurement at an accredited college or university.
Eow administered: 0aper and pencil administration. *omputer software administration
also available.
Time needed for administration: Total administration time is #;$"1 minutes based on
form used.
Eow scored: Eand scoring is available and takes ten minutes to complete.
*ost: 0er form: self$scorable OK.11. @ther versions are available.
.eliability and validity:
0ublisher%s address and phone: *00, ,nc. "K1" ast 6ayshore .oad 0. @. 6o! #11B<
0alo Alto, *A BH"1"K11$<)H$#:<; http://www.cpp-db.com
Test name: @ccupational Aptitude 3urvey and ,nterest 3chedule (@A3,3$")
-eb site: http://www.proedinc.com/store/inde.php!
mode"product-detail.id"1/14/
-hat is measured: The @A3,3$" Aptitude 3urvey measures si! broad aptitude factors
that are directly related to skills and abilities re+uired in more than )1,111 Cobs listed in
the 'ictionary of @ccupational Titles. The @A3,3$" ,nterest 3chedule measures #)
interest factors directly related to the occupations listed in the 8uide of @ccupational
!ploration.
Target groups: 8rades K$#).
Eow normed: The tests were normed on the same national sample of ),11; individuals
from )1 states.
Jualifications re+uired to administer: 9o specific +ualifications are re+uired to
administer or interpret the @A3,3.
Eow administered: 0aper and pencil administration.
Time needed for administration: ach test takes "1$H; minutes to administer.
Eow scored: /achine or hand scoring.
*ost: Aptitude 3urvey: *omplete kit O#<H.11 (e!aminer%s manual, #1 student test
booklets, ;1 hand scorable answer sheets, one sample interpretation workbook, and ;1
profile sheets).,nterest 3chedule: *omplete kit O#<H.11 (e!aminer%s manual, ); student
test booklets, ;1 hand scorable answer sheets, one sample interpretation workbook, and
;1 scoring forms).
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 0.@$', ,nc. K:11 3hoal *reek 6oulevard Austin, TP
:K:;:$<KB: K11$KB:$")1) http://www.proedinc.com
Test name: @N9T *areer !ploration Tools$,nterest 0rofiler, -ork ,mportance (ocator
and 0rofiler, and Ability 0rofiler.
-eb site: http://www.onetcenter.org/tools.html
-hat is measured: @N9T *areer !ploration Tools are a set of self$directed career
e!ploration=assessment tools to help workers consider and plan career options,
preparation, and transitions more effectively. They also are designed for use by students
who are e!ploring the school$to$work transition. The assessment instruments, which are
based on a Gwhole$personG concept, include: @N9T Ability 0rofiler, @N9T ,nterest
0rofiler, @N9T *omputerized ,nterest 0rofiler, @N9T -ork ,mportance (ocator,
@N9T -ork ,mportance 0rofiler These instruments will help individuals identify their
work$related interests, what they consider important on the Cob, and their abilities in order
to e!plore those occupations that relate most closely to those attributes. 2sers of the tools
may link to the more than B11 occupations described by the @N9T database, as well as
to occupational information in *areer @ne$3top.
Target groups: 5outh and adults.
Eow normed:
Jualifications re+uired to administer: Administrators should have completed the training
materials available on the -eb site.
Eow administered: 0aper and pencil administration using downloadable files from -eb
site.
Time needed for administration: Appro!imately "1 minutes per test.
Eow scored: 3elf$scoring. The Ability 0rofiler re+uires the use of a scanner to score.
*ost: There is no cost for downloading files. 0rinted copies from the 2. 3. 8overnment
0rinting @ffice are about O).11 to O;.11 each purchased in bulk at
http:==bookstore.gpo.gov. 3canners to score the Ability 0rofiler are costly.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: @ccupational ,nformation 9etwork @N9et
*onsortiumhttp:==www.onetcenter.org
Test name: 0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate (0,AT$.$
92)
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a80/9/
-hat is measured: The 0eabody ,ndividual Achievement Test$.evised 9ormative 2pdate
is an individually administered, norm$referenced instrument designed to provide a wide$
ranging screening measure of academic achievement in si! content areas: mathematics,
reading recognitions, reading comprehension, spelling, general information, and written
e!pression. The 0,AT$.$92 may be used to identify specific learning disabilities.
Target groups: 7indergarten through #)th grade.
Eow normed: 6ased on a national sampling of over ",111 people, it provides accurate
score comparisons for reading decoding, reading comprehension, and math applications
with the other achievement batteries with which it was co$normed: 7$TA=92, 7ey
/ath$.=92, and -./T$.=92.
Jualifications re+uired to administer: Test administrator must have completed graduate
training in measurement, guidance, or appropriate related discipline, or have e+uivalent
supervised e!perience in test administration and interpretation.
Eow administered: The 0,AT$.$92 is individually administered. /aterials are
contained in four easel kits, one for each volume of the test. asel kit volumes present
stimulus materials to the student at eye levelF the e!aminer%s instructions are placed on the
reverse side. The student can see one side of the response plate, whereas the e!aminer can
see both sides.
Time needed for administration: 3i!ty minutes.
Eow scored: Eand scored.
*ost: The 0,AT$.92 complete kit (four easels, ;1 combined test record and written
e!pression booklets, 92 manual, and carry bag) costs O"K;.BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishingH)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B< K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com/
Test name: 0eabody 0icture Iocabulary Test$Third dition (00IT$,,,)
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a18/1/
-hat is measured: The 00IT$,,, is a measure of receptive vocabulary for standard
nglish and a screening test of verbal ability.
Target groups: *an be used with all ages.
Eow normed: The authors include studies of the performance on the 00IT$,,, of seven
special populations: students with speech impairment, language delay, language
impairment, mental retardation, learning disability in reading, and hearing impairment.
Jualifications re+uired to administer: *ompleted graduate training in measurement,
guidance, individual psychological assessment, or special appraisal methods appropriate
for a particular test.
Eow administered: The 00IT$,,, is administered in easel format, with the e!aminer
showing the test taker a series of plates on which four pictures are drawn. The e!aminer
reads a stimulus word for each plate, and the person being tested points to the picture that
best represents the stimulus word. The 00IT$,,, is an untimed test
Time needed for administration: Ten to #; minutes.
Eow scored: Eand scoring and computer scoring available.
*ost: 00IT$,,, A D 6 test kit includes picture plates, norm booklet, e!aminer%s manual,
and a package of ); performance records for O)BB.BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B< K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com/
Test name: 0ersonnel Test for ,ndustry$@ral 'irections Test (0T,)
-eb site: http://harcourtassessment.com
-hat is measured: The 0T, is a wide range assessment of general mental abilities and an
individual%s comprehension of verbal, numerical and oral directions. The 0T, may be
used to evaluate applicants with limited nglish proficiency or hearing impaired
applicants.
Target groups: 0ersons applying for Cobs.
Eow normed: 0ublisher will not provide norm group information without purchasing the
technical manual.
Jualifications re+uired to administer: 9o specific +ualifications are re+uired to
administer or interpret the 0ersonnel Test for ,ndustry$@ral 'irections Test.
Eow administered: Administered by cassette tape, 0T, measures the applicant%s
comprehension of nglish and the ability to understand oral directions.
Time needed for administration: #; minutes.
Eow scored: Eand scored.
*ost: A complete set of #11 tests with recorder and cassette tapes is O#K;.11.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: 0ictorial ,nventory of *areers 'I$)111 (0,*)
-eb site: http:==www.talentassessment.com=programs>pic.php
-hat is measured: The 'igital 0ictorial ,nventory of *areers is an affective domain
interest assessment which re+uires no reading. 0,* measures career interest by using
'igital Juality (ive Action Iideos of real life work scenes, instead of paper pencil tests.
Target groups: /iddle school to adults.
Eow normed:
Jualifications re+uired to administer: 9o specific +ualifications are re+uired to
administer or interpret the 0ictorial ,nventory of *areers
Eow administered: Administered through live action videos or real life work scenes
instead of paper and pencil tests.
Time needed for administration: )) minutes.
Eow scored: *omputer.
*ost: ,n )11H, the O<B;.11 cost includes two video$cassette programs (regular and low
level), #11 regular response forms, #11 alternate response forms, comprehensive manual,
computer software for scoring, and portable carrying case.
.eliability and validity:
0ublisher%s address and phone: Talent Assessment, ,nc. 0.@. 6o! ;1K: Lacksonville, &(
"))H: K11$<"H$#H:) http://www.talentassessment.com
Test name: 0urdue 0egboard Test
-eb site: http://www.pearsonps.com/rlh/instruments/purdue.htm
-hat is measured: The 0urdue 0egboard Test measures finger de!terity and hand$eye
coordination by testing an individual%s ability to move hands, fingers and arms (gross
movement) and to control movements of small obCects (fingertip de!terity).
Target groups: 8rade nine to adults.
Eow normed: 0ercentile norms are listed by subtest for the following classifications:
applicants for assembly Cobs, applicants for production work, and applicants for general
factory work.
Jualifications re+uired to administer: 0urchasers must provide credentials indicating a
bachelor%s degree in psychology, education, human relations or human resources,
business or a closely related field. 3pecific course work or workshops are not re+uired.
Eow administered: 6oard utilizes pegs, washers and collars.
Time needed for administration: The test takes appro!imately three to nine minutes to
complete.
Eow scored: 0ieces must be counted by administrator. 5ields five separate scores.
*ost: 3tart$up kit (e!aminer%s manualF pegboard with complete set of washers, collars
and pegsF and #11 profile sheets) costs O"H<.11.
.eliability and validity: Ialidity information available on -eb site.
0ublisher%s address and phone: 0earson K11$B))$:"H" &AP "#)$)H)$HH11
http://www.pearsonps.com
Test name: .eading &ree Iocational ,nterest ,nventory )
-eb site: http://harcourtassessment.com/hai/6roduct#isting.asp!
$ategory"$areer2uidance
-hat is measured: The newly revised .&I,, ) measures the vocational interests of
special populations. ,t uses pictures of individuals engaged in different occupations to
measure the vocational likes and dislikes of students and adults who do not read.
Target groups: Age #" through adult.
Eow normed:
Jualifications re+uired to administer: *an be administered by teachers, psychologists,
counselors, or other vocational and educational personnel.
Eow administered: 0encil and paper. ,nformation about test accommodations is available
at: http://www.collegeboard.com/ssd/student/
Time needed for administration: About )1 minutes.
Eow scored:
*ost: The manual is O;;.11. Twenty test booklets are O;;.11.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: 3AT (formerly the 3cholastic Aptitude Test)
-eb site: http://www.collegeboard.com/splash
-hat is measured: The 3AT is a college entrance e!am and is a measure of the critical
thinking skills needed for academic success in college. The 3AT assesses how well a
student analyzes and solves problems$skills learned in school that will be needed in
college. The 3AT now includes a writing section.
Target groups: The 3AT is typically taken by high school Cuniors and seniors.
Eow normed:
Jualifications re+uired to administer: Administered by trained staff at test centers.
Eow administered: /ust be taken at a regional or local test center. 3ee -eb site for more
information. ,nformation about test accommodations is available at:
http://www.collegeboard.com/ssd/student/
Time needed for administration: Three hours and forty five minutes.
Eow scored:
*ost: The 3AT is OH#.11. Additional costs for optional services.
.eliability and validity:
0ublisher%s address and phone: The *ollege 6oard Eead+uarters H; *olumbus Avenue
9ew 5ork, 95 #11)" )#)$:#"$K111 http://www.collegeboard.com/splash
Test name: 3econdary (evel nglish 0roficiency Test (3(0)
-eb site: http:==www.ets.org (*lick on Tests, then go to 3(0 in Test 'irectory)
-hat is measured: The 3(0 Test is a measure of nglish language ability for nonnative
speakers in two primary areas, listening comprehension and reading comprehension.
Target groups: Although 3(0 is used predominantly by secondary schools, it has also
been used by community colleges and other organizations.
Eow normed: The choice of material for the 3(0 test was based on an analysis of
actual materials designed for use in American classrooms (grades :$#)).
Jualifications re+uired to administer: 9o specific +ualifications are re+uired.
Eow administered: 0aper and pencil in individual or group setting.
Time needed for administration: (ess than two hours.
Eow scored: Eand or machine scored.
*ost: The 3(0 6asic Test 0ackage ()1 test books, #11 two$ply answer sheets, a cassette
recording, and a 3(0 test manual) is O)";.11.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: ducational Testing 3ervice (T3)0rinceton,
9Lhttp:==www.ets.org
Test name: 3elf$'irected 3earch, &orms . and
-eb site: http:==www".parinc.com=products=product.asp!?
0roductidA3'3>.http:==www".parinc.com=products=product.asp!?0roductidA3'3>@n$
line version: http://www.self-directed-search.com/
-hat is measured: &orm . assesses career interests for high school students, college
students, and adults. &orm assesses career interests among individuals with limited
reading skills. @ther forms are for middle school students and speakers of *anadian
&rench and 3panish.
Target groups: Adults and older adolescents.
Eow normed: 9ormative data derived from a nationally representative sample of ),<1)
students and working adults.
Jualifications re+uired to administer: 9o specific +ualifications are re+uired to
administer or interpret the 3elf$'irected 3earch.
Eow administered: 0aper and pencil, personal computer, or on$line.
Time needed for administration: Total administration time: ";$H; minutes.
Eow scored: Eand scoring takes #1 minutes.
*ost: *omplete kit for ); test takers is O#:;.11. !tra test forms for ); additional test
takers is O").11. Alternative forms also available. @n$line version is OB.B; per person.
.eliability and validity:
0ublisher%s address and phone: 0sychological Assessment .esources, ,nc. #<)1H 9.
&lorida Avenue (utz, &( "";HBK11$KBB$K":K http://www.parinc.com
Test name: 3tanford Achievement Test 3eries (3tanford$#1) (Three separate measures
make up the 3tanford Achievement Test 3eries: the 3tanford arly 3chool Achievement
Test S33ATT, the 3tanford Achievement Test S3ATT, and the Test of Academic 3kills
STA37T.)
-eb site: http://harcourtassessment.com
-hat is measured: The tests measure achievement through a series of subtests: reading,
listening, language, spelling, mathematics, science, and social science.
Target groups: 33AT: 7indergarten and grade #.3AT: 8rades # through B. TA37:
8rades B through #).
Eow normed: (atest norms ()11)) were based on the 7$#) population.
Jualifications re+uired to administer: ligibility to purchase these instruments is
determined on the basis of training and e!perience.
Eow administered: 0aper and pencil group administration.
Time needed for administration: 2ntimed with recommended ranges. All tests can be
completed in one day.
Eow scored: Eand scored and machine scored with many scoring and reporting options.
*ost: 3ee -eb site for details.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: 3tanford$6inet ,ntelligence 3cales, &ifth dition (36;)
-eb site: http://www.riverpub.com/products/clinical/sbis5/features.html
-hat is measured: The 36; is a comprehensive measurement of five factors: fluid
reasoning, knowledge, +uantitative reasoning, visual$spatial processing, and working
memory. ,ncludes &ull 3cale ,J, Ierbal and 9onverbal ,J, and *omposite ,ndices
spanning five dimensions with a standard score mean of #11, 3' #;.
Target groups:
Eow normed: The 36; was normed on a stratified random sample of H,K11 individuals
that matched the )111 2.3. *ensus. 6ias reviews were conducted on all items for gender,
ethnic, cultural=religious, regional, and socioeconomic status issues.
Jualifications re+uired to administer: /ust have credentials to administer ,J type tests.
Eow administered: ,ndividually, with paper and pencil, and manipulatives.
Time needed for administration: H; to <1 minutes.
Eow scored: Eand or computer scored.
*ost: *omplete kit includes " item books, e!aminer%s manual, technical manual, ); test
records, and a plastic case containing all manipulatives in a carrying case for OKB).11.
Twenty$five additional test records cost O;H.11.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: .iverside 0ublishingH); 3pring (ake 'rive ,tasca, ,(
<1#H"K11$")"$B;H1 http://www.riverpub.com
Test name: 3tanford 'iagnostic /athematics Test, &ourth dition (3'/TH)
-eb site: http://harcourtassessment.com
-hat is measured: A diagnostic test designed to identify specific strengths and
weaknesses in math. ,t emphasizes general problem$solving and math specific problem$
solving strategies while measuring student competence in those basic math skills and
concepts that are prere+uisite to mathematics problem solving.
Target groups: 8rades #.; through #".
Eow normed:
Jualifications re+uired to administer: ligibility to purchase these instruments is
determined on the basis of training and e!perience.
Eow administered: 0aper and pencil group administrationF multiple choice and free
response.
Time needed for administration: Appro!imately #;1 minutes.
Eow scored: Eand scored or machine scored.
*ost: *omplete kits for class levels (); students) are OK1.11 to O#)1.11. /any other
prices and combinations of testing materials available.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: 3tanford 'iagnostic .eading Test, &ourth dition (3'.T H)
-eb site: http://harcourtassessment.com
-hat is measured: A diagnostic test providing group administered diagnostic assessment
of the essential components of reading in order to determine students% strengths and
needs.
Target groups: 8rades #.; through #".
Eow normed:
Jualifications re+uired to administer: ligibility to purchase these instruments is
determined on the basis of training and e!perience.
Eow administered: 0aper and pencil group administration or computer administration.
Time needed for administration: The test takes K;$#1; minutes to administer depending
on the grade level.
Eow scored: Eand scored or machine scored
*ost: 7its for ); students are K).11. @ther combinations available.
.eliability and validity:
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: 3TA. /ath
-eb site: http://www.renlearn.com/starmath/
-hat is measured: 3TA. /ath helps determine the math level of students, measure
individual and class growth, and forecast results on standardized tests.
Target groups:
Eow normed:
Jualifications re+uired to administer: Administered by teachers.
Eow administered: 2sing personal computer.
Time needed for administration: About #) minutes.
Eow scored: Automatically on computer.
*ost: *ost is "B cents per year per student plus one time school setup fee of O#)BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: .enaissance (earning, ,nc. 0.@. 6o! K1"< -isconsin
.apids, -, ;HHB;$K1"<K<<$HB)$<)KH http://www.renlearn.com
Test name: 3TA. .eading
-eb site: http://www.renlearn.com/reading.htm
-hat is measured: 3TA. .eading helps determine the reading level of students, measure
individual and class growth, and forecast results on standardized tests.
Target groups:
Eow normed: 3TA. .eading has been validated with a nationally representative sample
of more than <1,111 student tests. 3cores correlate with results on popular standardized
tests. The latest version includes new normative data to ensure that students are compared
with their peers of today.
Jualifications re+uired to administer: Administered by teachers.
Eow administered: 2sing personal computer.
Time needed for administration: About #1 minutes.
Eow scored: Automatically on computer.
*ost: *ost is "B cents per year per student plus one time school setup fee of O#)BB.
.eliability and validity: Ialidity information available on -eb site.
0ublisher%s address and phone: .enaissance (earning, ,nc. 0.@. 6o! K1"< -isconsin
.apids, -, ;HHB;$K1"<K<<$HB)$<)KH http://www.renlearn.com
Test name: 3ystematic 3creening for 6ehavior 'isorders (336')
-eb site: http://www.sopriswest.com
-hat is measured: The 336' allows you to screen and identify students who may be at
risk of developing behavior disorders. The three$stage process makes use of teachers%
Cudgment as well as direct observation.
Target groups: *hildren and youth, pre$7 through #)th grade.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 0aper and pencil administration. The 336' kit includes three
manuals, training video (K1 minutes), an audiotape to prompt observation, and
reproducible forms.
Time needed for administration:
Eow scored: :
*ost: The program kit is O#11.B;.
.eliability and validity:
0ublisher%s address and phone: 3opris -estH1B" 3pecialty 0lace (ongmont, *@
K1;1H"1"$<;#$)K)B or K11$;H:$<:H: http://www.sopriswest.com/
Test name: Talent Assessment 0rogram
-eb site: http://www.talentassessment.com
-hat is measured: .eading$free assessment of functional aptitudes. *onsists of #1 hands$
on tests, such as form perception, ability to follow patterns, color discrimination, and
tactile discrimination. .esults are compiled into a profile that can be compared with Cob
re+uirements in the 'ictionary of @ccupational Titles ('@T) and the @ccupational
@utlook Eandbook (@@E).
Target groups: /iddle school to adult. 'oes not re+uire any reading ability. ,nstructions
may be given in any format$oral, written, signed, or simply demonstrated$providing e+ual
assessment opportunities to the blind, functionally illiterate, hearing impaired, lower
functioning handicapped, and learning disadvantaged, as well as to the literate.
Eow normed: 2ses one of the largest norming groups of any evaluation system, assuring
a high degree of reliability. The results are correlated both to the '@T, the -orker
8roups of the 8uide to @ccupational !ploration (8@) and the occupational data of the
2.3. 'epartment of (abor.
Jualifications re+uired to administer:
Eow administered: Eands$on administration.
Time needed for administration:
Eow scored: *omputerized scoring.
*ost: *omplete package (all talent Assessment 0rogram testing components, ,6/$0*
computer software for scoring, portable carrying cases, on$site staff training within the HK
states, and shipping and handling within the HK states) costs O<,HB;.11 ()11H price).
.eliability and validity:
0ublisher%s address and phone: Talent Assessment, ,nc. 0.@. 6o! ;1K: Lacksonville, &(
"))H: K11$<"H$#H:) http://www.talentassessment.com
Test name: Terra 9ova (*AT=<)
-eb site: http://www.ctb.com
-hat is measured: The Terra 9ova is a group administered multiple$skill battery that
provides norm$referenced and obCective$mastery scores. *AT /ultiple Assessments
measure .eading=(anguage Arts, /athematics, 3cience, and 3ocial 3tudies. *AT 6asic
/ultiple Assessments are offered for those interested in assessing Cust .eading=(anguage
Arts and /athematics.
Target groups: 7indergarten through grade #). Available in 3panish.
Eow normed: 6ased on large, nationally representative student samples, including more
than ):;,111 students in 8rades 7$#).
Jualifications re+uired to administer: .e+uires a basic understanding of psychometrics
to administer and interpret the Terra 9ova.
Eow administered: The test includes selected$response items (multiple$choice) and
e!tended open$ended items. The Terra 9ova is available in multiple formats: *T63
complete battery, *T63 survey battery, and *T63 multiple assessment. &or both the
complete battery and the survey battery, users may administer the basic test, consisting of
four subtests, or the basic tests plus the supplemental tests. 2sually administered in
groups.
Time needed for administration: Times vary per test and grade level. *omplete survey
can be done in about a half a day. *omplete battery may take up to si! hours.
Eow scored: 3coring is done by the publisher.
*ost: *onsumable scannable test books: O#:;.11 for a package of );.6asic multiple
assessment test books: O#"B for a package of );. /any other options for purchase
available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: *T6=/c8raw$Eill)1 .yan .anch .oad /onterey, *A
B"BH1K11$;"K$B;H: &AP K11$)K)$1)<< http://www.ctb.com
Test name: Tests of Adult 6asic ducation (TA6) &orms B and #1
-eb site: http:==www.ctb.com (*lick Adult ducation tab)
-hat is measured: A series of norm$referenced tests designed to measure achievement of
basic skills found in adult basic education curricula and taught in instructional programs.
TA6 assesses adult functional literacy and basic skills (vocabulary, reading, language,
language mechanics, mathematics, and spelling).
Target groups: Adult students, literacy and A6=8' instruction groups, workforce
development, vocational$technical programs, and school$to$work programs. 3uitable for
ages #H to adult, but note that the norm sample is primarily older youth and adults.
Available in 3panish.
Eow normed: &our norm reference groups were used for TA6 :=K including adult basic
education students, postsecondary vocational$technical students, adult and Cuvenile
offenders, and college students.
Jualifications re+uired to administer: Adult educators and administrators who have a
general knowledge of measurement principles and are willing to abide by the assessment
standards of the American 0sychological Association.
Eow administered: 0aper and pencil, individual or group administration, and computer
software administration.
Time needed for administration: About three to four hours for the complete battery.
Eow scored: /achine scored.
*ost: Twenty five test battery booklets are OB;.11. @ther ordering options are available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: *T6=/c8raw$Eill)1 .yan .anch .oad /onterey, *A
B"BH1K11$;"K$B;H: &AP K11$)K)$1)<< http://www.ctb.com
Test name: Tests of nglish as a &oreign (anguage (T@&()
-eb site: http://www.ets.org
-hat is measured: The Test of nglish as a &oreign (anguage (T@&() measures the
ability of nonnative speakers of nglish to use and understand 9orth American nglish as
it is used in college and university settings.
Target groups: *ollege level students.
Eow normed:
Jualifications re+uired to administer: Administered only at authorized testing centers.
Eow administered: 0aper and pencil and computer versions. Administered only at
authorized testing centers.
Time needed for administration: Total testing time is less than three hours.
Eow scored: *omputer scored.
*ost: O#H1.11
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: ducational Testing 3ervice (T3)Tests of nglish as a
&oreign (anguage (T@&()0rinceton, 9Lhttp:==www.ets.org http://www.toefl.org
Test name: Test of -ritten (anguage (T@-($")
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a10/>5
-hat is measured: -ritten language skills for school age children.
Target groups: 3chool age children grades " to #).
Eow normed: The T@-($" was standardized on a )<$state sample of more than ),111
public and private school students in grades ) through #).
Jualifications re+uired to administer: 2ser has completed at least one course in
measurement, guidance, or an appropriately related discipline or has e+uivalent
supervised e!perience in test administration and interpretation.
Eow administered: 0aper and pencil.
Time needed for administration: 2ntimed, but usually takes about ninety minutes.
Eow scored: Eand$scored.
*ost: *omplete kit (manual, ); student response booklets A, ); student response
booklets 6, ;1 0rofile=3tory 3coring forms) is O#B".11.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B<K11$")"$);<1 &AP K11$H:#$KH;: http://www.agsnet.com
Test name: Transition 0lanning ,nventory (T0,)
-eb site: http://www.proedinc.com/store/inde.php!
mode"product-detail.id"9'/5
-hat is measured: The T0, is an instrument for identifying and planning for the
comprehensive transitional needs of students. ,t is designed to provide school personnel a
systematic way to address critical transition planning areas that are mandated by the
,ndividuals with 'isabilities ducation Act (,'A) and that take into account the
individual student%s needs, preferences, and interests.
Target groups: 3tudents receiving special education services who have a transition
,ndividualized ducation 0rogram.
Eow normed:
Jualifications re+uired to administer: 0rofile +uestions are answered by the ,0 team,
including the youth, parents, and teachers.
Eow administered: 0articipants complete paper and pencil +uestionnaire leading to
profile.
Time needed for administration:
Eow scored:
*ost: *omplete kit is O#;B.11 and can be used with ); students. @ther forms and
manuals available.
.eliability and validity: ,nformation not available on -eb site.
0ublisher%s address and phone: 0.@$', ,nc.K:11 3hoal *reek 6oulevard Austin, Te!as
:K:;:$<KB:K11$KB:$")1) http://www.proedinc.com
Test name: Type &ocus 0ersonality Type 0rofile
-eb site: http:==www.typefocus.com
-hat is measured: The Type &ocus 0ersonality 0rofile estimates personality type using
the following preference pairs: !travert=,ntrovertF 3ensing=,ntuitionF Thinking=&eelingF
Ludgment=0erception. The authors consider the Type &ocus 0ersonality 0rofile to be a
tool for self$awareness.
Target groups: 5outh and adults ages #H and up.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 3elf administered, on$line.
Time needed for administration: ,t takes about )1 minutes to answer the << +uestions.
Eow scored: Automatically scored on$line at the end of the profile.
*ost: 9o cost. Additional consulting services are available for O)B.B; per year.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: Type &ocus ,nternet, ,nc. http://www.typefocus.com
Test name: IA(0A. -ork 3amples
-eb site: http:==www.valparint.com (3earch by 0roduct 9ame: #) $ -ork 3amples)
-hat is measured: IA(0A. -ork 3amples are a series of #B self$contained work
samples=activity units designed to assist in evaluating career potential in Cobs and Cob
classifications described in the 2.3. (abor 'epartment%s #BB1 'ictionary of @ccupational
Titles and its related publications.
Target groups: Adolescents and adults.
Eow normed: 9orm groups for most IA(0A. components have been developed
separately and include ## different norm groups ranging from Air &orce personnel and
employed workers to groups of individuals who are blind and deaf.
Jualifications re+uired to administer: IA(0A. -ork 3amples are used by rehabilitation
specialists, vocational evaluators, workforce development specialists, @ne$3top career
centers, occupational therapists, and others.
Eow administered: ach IA(0A. manual describes the method, se+uence, and
procedures needed for administering individual components. 0reliminary screening of the
individual in terms of reading level and general educational development is encouraged
prior to administering the IA(0A. units.
Time needed for administration:
Eow scored: Eand scored.
*ost: ,ndividual units are sold separately, and the price varies considerably. 0ricing is
available by contacting the company directly.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: IA(0A. ,nternational *orporation 0.@. 6o! ;:<:
Tucson, AR K;:1"K11$;)K$:1:1 http://www.valparint.com
Test name: The Iineland Adaptive 6ehavior 3cales 3econd dition (IA63$,,)
http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a?ineland
-hat is measured: The Iineland Adaptive 6ehavior: 3cales measure personal and social
skills used for everyday living. They provide critical data for the diagnosis or evaluation
of a wide range of disabilities, including mental retardation, developmental delays,
functional skills impairment, and speech=language impairment. Iineland has also been
proven to be an accurate resource for predicting autism and Asperger syndrome, among
other differential diagnoses.
Target groups: ,nterview dition, 3urvey !panded &orms: Ages 1 through #K years$##
months and low$functioning adults. *lassroom dition: Ages " through #) years ##
months.
Eow normed: The Iineland was standardized on a representative national sample of
",111 individuals selected to match 2.3. census data. The sample was stratified for age,
race, gender, region, parental education, and community size. 3upplementary norm
groups of individuals with disabilities provide more data for interpretation of the 3urvey
&orm and the !panded &orm.
Jualifications re+uired to administer: /ust be a psychologist or licensed social worker
to administer the IA63.
Eow administered: Through interviews or surveys given to parents, teachers, or other
caregivers.
Time needed for administration: ,nterview dition, 3urvey &orm: )1$<1 minutes
,nterview dition, !panded &orm: <1$B1 minutes *lassroom dition: )1 minutes.
Eow scored: ,tems are e!aminer scored. 3oftware assistance is available.
*ost: *omplete Iineland starter set is O#BB.BB.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishing H)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B<K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com
Test name: Ioc$Ties D *areer 'evelopment 0lan
-eb site: http://www.pineymountain.com/vties.htm
-hat is measured: Ioc$Ties measures an individual%s interest in career=technical
pathways.
Target groups: 3econdary students in special education.
Eow normed:
Jualifications re+uired to administer:
Eow administered: 0ersonal computer.
Time needed for administration:
Eow scored: Automatically. .eport gives information about technical careers and helps
with preparation of ,ndividualized ducation 0rogram (,0).
*ost: The whole kit with software and )11 answer sheets is O;B;.11
.eliability and validity:
0ublisher%s address and phone: 0iney /ountain 0ress, ,nc. 0.@. 6o! K< *leveland, 8A
"1;)K K11$);;$"#): http://www.pineymountain.com/
Test name: Iocational !ploration and ,nsight 7it (I,7)
-eb site: http://www4.parinc.com/products/product.asp!6roductid"?*3@
-hat is measured: This program is designed for use by highly motivated students or
adults who are seeking additional career guidance beyond that provided by the 3elf$
'irected 3earch (see above). The I,7 consists of an K$page Action 0lan -orkbook
containing a variety of activities which individuals complete in several hours during three
or four sessions.
Target groups: Eigh school to adult.
Eow normed: The I,7 uses the 3elf$'irected 3earch as a main assessment tool and
uses the 3'3 norm groups: :#B individuals #;$:) years of age from a variety of ethnic
and educational backgrounds.
Jualifications re+uired to administer: 9o special +ualifications re+uired to administer or
interpret the Iocational ,nsight and !ploration 7it.
Eow administered: 0aper and pencil.
Time needed for administration: Total administration time: ";$H; minutes.
Eow scored: Time re+uired for hand scoring: #1 minutes
*ost: .The I,7 *omprehensive 7it (); 3'3 &orm . Assessment 6ooklets, );
@ccupations &inders, ); Alphabetized @ccupations &inders, ); 5ou and 5our *areer
6ooklets, # I,7 user 8uide, ); Action 0lan -orkbooks, and ) Iocational *ard 3ort
'ecks) costs O#:#.11 ()11H 0rices).
.eliability and validity:
0ublisher%s address and phone: 0sychological Assessment .esources, ,nc. #<)1H 9orth
&lorida Avenue (utz, &( "";HBK11$KBB$K":K http://www.parinc.com
Test name: Iocational ,mplications of 0ersonality (I,0)
-eb site: http://www.talentassessment.com/programs-vip.php
-hat is measured: I,0 and I,0 Lr. are comprehensive assessments of an individual%s
uni+ue personality traits and how they fit into the working world.
Target groups: Adults or those with work e!perience. I,0 Lr. is targeted for middle
school and high school students. 3panish version available.
Eow normed:
Jualifications re+uired to administer: 9o special +ualifications re+uired to administer or
interpret the I,0.
Eow administered: *omputer and ,nternet administration.
Time needed for administration: )1 minutes.
*omputer and ,nternet scoring available.
*ontact publisher.
.eliability and validity:
0ublisher%s address and phone: Talent Assessment, ,nc. 0.@. 6o! ;1K: Lacksonville, &(
"))H:$;1K: K11$<"H$#H:) http://www.talentassessment.com
Test name: -echsler Adult ,ntelligence 3cale (-A,3Q$,,,)
-eb site: http://harcourtassessment.com/
-hat is measured: *linical instrument designed to assess the intellectual ability of adults
ages #< through KB. The -A,3 ,,, includes the following Ierbal subtests: ,nformation,
*omprehension, 3imilarities, Arithmetic, Iocabulary, and 'igit 3pan. The -A,3 ,,,
includes the following 0erformance subtests: 0icture *ompletion, 0icture Arrangement,
6lock 'esign, *oding, and /atri! .easoning.
Target groups: Ages #< through KB.
Eow normed: The -A,3 ,,, was standardized on ),H;1 adults between #< and KB years
of age. The standardization sample appears representative in terms of race, educational
level, and geographic region.
Jualifications re+uired to administer: /ust be a licensed psychologist to administer and
interpret the -A,3$,,,.
Eow administered: 0aper and pencil.
Time needed for administration: <1 to B1 minutes.
Eand scored or computer scored.
The -A,3$,,, bo!ed set (administration norms manual, technical manual, stimulus
booklet, ); record forms, ); response forms, and scoring templates) costs OK);.11.
.eliability and validity: Ialidation information available on -eb site.
0ublisher%s address and phone: Earcourt Assessment#B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: -echsler ,ntelligence 3cale for *hildren (-,3*$,I)
-eb site: http://harcourtassessment.com
*linical instrument for assessing the intellectual ability of children.
Target groups: Ages < through #<.
Eow normed: -,3*$,,, norms were based on a carefully selected standardization sample
of ),)11 children representative of se!, age, parental education levels, region, and
race=ethnicity.
Jualifications re+uired to administer: /ust be a licensed psychologist to administer and
interpret the -,3*$,I.
Eow administered: 0aper and pencil.
Time needed for administration: ;1 to K; minutes.
Eand or computer scored.
The -,3*$,I basic kit (technical manual, stimulus booklet, ); record forms, ); response
forms, coding=scoring template, and symbol scoring template) costs OK);.11.
.eliability and validity: Ialidity information available on -eb site. .eliability
information available in the manual.
0ublisher%s address and phone: Earcourt Assessment #B;11 6ulverde .oad 3an Antonio,
Te!as :K);B K11$)##$K":K http://harcourtassessment.com
Test name: -ide .ange Achievement Test (-.AT$")
-eb site: http://www4.parinc.com/products/product.asp!6roductid"WA;,4
-hat is measured: The -.AT$" measures the codes needed to learn the basic skills of
reading, writing, spelling, and arithmetic.
Target groups: ,ndividuals ages ; to :;.
Eow normed: The -.AT$" features a national stratified sample, grade ratings, scaling,
and item analysis by the .asch /ethod.
Jualifications re+uired to administer: All -.AT tests may be administered and scored
by professional and paraprofessional personnel with ade+uate supervision in accordance
with ethical standards of the American 0sychological Association. 3ales are restricted to
professionally trained personnel and institutions. ,nterpretation of tests re+uires
professional training and e!perience.
Eow administered: 0aper and pencil.
Time needed for administration: Time for each form is #; to "1 minutes, depending on
age.
3coring by hand takes less than five minutes. *omputer scoring is also available.
*omplete starter set costs O#<;.11. @ther products available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: 0A., ,nc. #<)1H 9orth &lorida Avenue (utz, &( "";HB
K#"$B<K$"11", e!t "<# http://www4.parinc.com/default.asp
Test name: -onderlic 6asic 3kills Test (-63T)
-eb site: http://www.wonderlic.com/products/product.asp!prod-id"5
-hat is measured: The -63T is a short form measure of basic verbal and math skills for
adults. .esults can be directly compared to the skills re+uired for entry$level Cobs.
Target groups: Adults. Iersions in &rench, 8erman, /e!ican 3panish, 0uerto .ican
3panish are available.
Eow normed:
Jualifications re+uired to administer: -onderlic tests are designed to be administered
and interpreted by office staff. Test scores are related directly to Cob re+uirements.
Eow administered: 0aper and pencil or ,nternet administration.
Time needed for administration: #) minutes.
*omputer scoring or &AP$back service available for paper version. ,nternet scoring
re+uires /icrosoft ,nternet !plorer ;.; or higher.
0aper versions: ); forms for O##;.11, ;1 for O#<1.11, #11 for O)#;.11 ()11H prices).
.eliability and validity:
0ublisher%s address and phone: -onderlic, ,nc.#:B; 9orth 6utterfield Avenue
(ibertyville, ,( <11HK$#"K:K11$")"$":H) http://www.wonderlic.com
Test name: -oodcock 'iagnostic .eading 6attery (-'.6)
-eb site: http://www.riverpub.com/
-hat is measured: The -'.6 assesses reading achievement and reading$related
abilities to help determine why a reading problem e!ists.
Target groups: Ages H to B1 years.
Eow normed:
Jualifications re+uired to administer: .iverside 0ublishing re+uires all first$time test
purchasers to furnish evidence of their +ualifications to use tests. Test use should be
consistent with sound professional practice.
Eow administered: 0aper and pencil.
Time needed for administration: ;1 to <1 minutes for all sub$tests.
Eand scoring, computer scoring, and interpretive program available.
7it (test books, audiocassette, e!aminer%s manual, norm tables, and ); test records) costs
O";<.;1. @ther components sold separately.
.eliability and validity:
0ublisher%s address and phone: .iverside 0ublishingH); 3pring (ake 'rive ,tasca, ,(
<1#H"K11$")"$B;H1 http://www.riverpub.com
Test name: -oodcock$Lohnson ,,, *omplete 6attery (Tests of Achievement D Tests of
*ognitive Abilities) (-L ,,,)
-eb site: http://www.riverpub.com/products/clinical/w54/home.html
-hat is measured: The -oodcock$Lohnson ,,, *omplete 6attery provides a co$normed
set of tests for measuring general intellectual ability, specific cognitive abilities,
scholastic aptitude, oral language, and academic achievement.
Target groups: Ages ) to B1. Available in 3panish.
Eow normed: 9ormative data compiled from over K,K11 subCects located in more than
#11 geographically diverse communities in the 2nited 3tates
Jualifications re+uired to administer: .iverside 0ublishing re+uires all first$time test
purchasers to furnish evidence of their +ualifications to use tests. Test use should be
consistent with sound professional practice.
Eow administered: *omputer administered.
Time needed for administration: Administration time varies. ach test takes about five
minutes to complete, with appro!imately ";$H; minutes to complete the cognitive tests,
and ;;$<; minutes to complete the achievement tests.
The -L$,,, must be scored by a computer program.
*omplete battery kit is O#,1;<.11. Additional test records are available.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: .iverside 0ublishingH); 3pring (ake 'rive ,tasca, ,(
<1#H"K11$")"$B;H1 http://www.riverpub.com
Test name: -oodcock (anguage 0roficiency 6attery$.evised (-(06$.)
-eb site: http://www.riverpub.com
-hat is measured: The -(06$. provides an overall measure of language proficiency
and greatly e!panded measures of oral language, reading, and written language in both
nglish and 3panish. The -(06$. nglish &orm and 3panish &orm are parallel
versions, which facilitates comparison between the languages.
Target groups: Ages ) to B1 years.
Eow normed: The nglish form was standardized on <,"11Q subCects in the 2nited
3tates, and the 3panish form was standardized on ),111Q native 3panish$speaking
subCects.
Jualifications re+uired to administer: .iverside 0ublishing re+uires all first$time test
purchasers to furnish evidence of their +ualifications to use tests. Test use should be
consistent with sound professional practice.
Eow administered: 0aper and pencil or computer administration.
Time needed for administration: Administration time varies depending on the number of
subtests administered, typically )1$<1 minutes.
Eow scored: Eand scoring and computer scoring available.
The nglish complete test or the 3panish complete test is O"<".;1, including test book,
audiocassette, ); test records, ); subCect response booklets, e!aminer%s manual, and norm
tables. A package of ); nglish or 3panish test records and ); nglish or 3panish subCect
response books is O<1.;1.
.eliability and validity: .eliability information available on -eb site.
0ublisher%s address and phone: .iverside 0ublishingH); 3pring (ake 'rive ,tasca, ,(
<1#H"K11$")"$B;H1 http://www.riverpub.com
Test name: -oodcock .eading /astery Tests$.evised 9ormative 2pdate (-./T$
.=92)
-eb site: http://www.agsnet.com/2roup.asp!n2roup3nfo3&"a199>/
-hat is measured: The normative update of the -oodcock .eading /astery Tests$
.evised (-./T$.=92) is a battery of si! individually administered tests to assess the
development of readiness skills, basic reading skills, and reading comprehension.
Target groups: 7indergarten through :; years of age.
Eow normed: 3tratified multistage sampling of schoolchildren and young adults, over
":11 people total.
Jualifications re+uired to administer: Test administrator must have completed graduate
training in measurement, guidance or appropriate related discipline or have e+uivalent
supervised e!perience in test administration and interpretation.
Eow administered: 0aper and pencilF free response.
Time needed for administration: The -./T$.=92 is an individually administered test
that takes #1$"1 minutes for each cluster of tests. &orm 8 offers two readiness tests and
four tests of reading achievement, and &orm E offers four tests of reading achievement.
Eow scored: Eand scoring and computer scoring available.
The -./T$.=92 &orm 8=E 7it costs OHH".BB and includes 8 D E test books, ); 92
form 8 D E test records, sample 92 &orm, 8 D E summary record form, pronunciation
guide cassette, sample report to parents, 92 e!aminer manual, and carry bag.
.eliability and validity: .eliability and validity information available on -eb site.
0ublisher%s address and phone: A83 0ublishingH)1# -oodland .oad *ircle 0ines, /9
;;1#H$#:B<K11$")K$);<1 &AP K11$H:#$KH;: http://www.agsnet.com
Test name: -ork 7eys
-eb site: http://www.act.org/workkeys
-hat is measured: -ork 7eys tests skills in problem solving, communication, and
teamwork. ,t also identifies the skill levels needed to do specific Cobs. -ork 7eys is a
series of paper$and$pencil assessments that shows individuals their skill levels in eight
foundational skills (the skills needed to learn other skills): applied mathematics, applied
technology, listening and writing, locating information, observation, reading information,
and teamwork
Target groups: 8rades B$#).
Eow normed:
Jualifications re+uired to administer: -ork 7eys is administered in centers by specially
trained personnel.
Eow administered: 0aper and pencil.
Time needed for administration: ach of eight tests takes between H; and <1 minutes.
Eow scored: Eand scored and machine scored.
*ost:
.eliability and validity:
0ublisher%s address and phone: A*T;11 A*T 'rive 0.@. 6o! #<K ,owa *ity, ,A ;))H"$
1#<KK11$B<:$;;"B http://www.act.org/workkeys