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Overview of Levels of Evaluation
VA DRS Vocational Evaluation Training, August 5-6, 2010
Learning Objectives
Identify three different models of levels of vocational evaluation
Articulate components of two of the models
Understand the importance of consistent framework for levels of evaluation This session will be followed by a facilitated
discussion: Consensus on Levels of Evaluation
What do you currently think?
Level I Level II Level III
What is the core question we ask as we move from Level I, to II, to III? If you have unanswered questions
or gaps in information, refer to the next level.
For each level:Who can perform each?What can they collect?
Who Provides the Levels of Assessment
• Rehab counselors, transition specialists, and others who have relevant experience and have received some type of training that includes Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) Knowledge and Performance Areas can provide Levels I and II.
• Preference for VEs Certified in Vocational Evaluation (by CCWAVES)—they can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.
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Levels of Evaluation/ Assessment
Several models are being presented to describe how levels of evaluation/assessment are viewed.
This information will be used as VA DRS defines your levels of evaluation/assessment.1. Current VA DRS Levels of Assessment:
Best Practices Manual.2. VEWAA “Final Project” – 19753. VECAP4. Institute on Rehabilitation Issues on VE5. Maryland CAS Levels of Assessment
Current VA DRS Levels of Assessment
Best Practices Manual
What does VA DRS current use?
VE services provided to identify what? Strengths, abilities and/or barriers to
employment What is the purpose?
To develop logical and workable recommendations
What are the three basic types of assessment approaches offered? Consultation Special Assessment Comprehensive
Situational assessment is also an assessment option
Consultations
Responds to questions regarding what? Interpretation of existing data
Can you identify a few examples? Elaboration on existing VE report Ask if person is appropriate for VE Identify transferable skills Identify other vocational options based on
existing information. The findings and recommendations provide
specific information instrumental in vocational planning & plan development.
Single Trait and/or Special Request
What do these type of VE services respond to? Basic question regarding single quality or
aptitude. What does the VE typically do?
Administer one or more tests to respond to the question such as typing ability.
ComprehensiveWhat techniques may be used in whole or a part?
Orientation Interview Psychometrics Assessment of
vocational interests
Aptitudes Job seeking skills Learning styles Physical needs
Work samples/activities
Situational assessment
Behavior observations
Career exploration Others
Comprehensive
After a person is assigned to a VE, what is developed? Development of an Individual Vocational
Evaluation Plan (IVEP) How long does the person participate in VE
process? Person participates in program as long as
necessary to accomplish specific VE goals. What are the outcomes of the comprehensive
VE? Recommendations for current and/or future
planning for skill development, accommodations and/or elimination of vocational barriers.
Situational Assessment
What does this type of evaluation encompass? Evaluation of work-related behaviors in a
controlled or simulated work setting. Real work adds to face validity Capability to systematically vary demands
to evaluation work-related behaviors
Levels of AssessmentVEWAA Final Project, 1975
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Levels of Assessment
Level III—comprehensive career assessment/vocational evaluation: in-depth, long-term or on-going, uses real or simulated work.
Level II—Exploratory: diagnostic and prognostic, exploration, go onto next level if more information is needed to make decisions.
Level I—Needs Assessment: make quick decisions; minimal assessment required, go on to next level if more information is required.
Level III
Level II
Level I
VEWAA Final Project, 1975
Vocational Evaluation (i.e., Comprehensive Career Assessment, Level III)
“A comprehensive process that systematically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assists individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation” (Dowd, 1993). Source: VEWAA Glossary of Terminology
Levels of AssessmentSource: Vocational Evaluation & Career
Assessment Professionals (VECAP)
Three Levels of Vocational Assessment
Level I: Screening or Needs Assessment Level II: Exploratory Level III: Comprehensive Vocational
Evaluation
Level I: Screening and Needs Assessment
For everyone The initial process designed to arrive at a decision for providing additional services. This assessment typically consists of interviews, limited psychometrics (e.g., questionnaires, inventories), and reviewing background information.If more information is needed or questions
emerge, Level II should be initiated.
Level II: Exploratory
For some – determined by whether additional information is needed or questions arise from a Level I assessment.
This intermediate process involves detailed review of background information, in‐depth vocational interviewing and counseling, and/or additional psychometrics or career exploration. It may also include transferable skills analysis, job matching, and labor market investigation, and/or community mapping.
If more information is needed or questions emerge, Level III should be initiated.
Level III: Comprehensive Career Assessment
For individuals facing the greatest transition, career, and vocational challenges or barriers.
This process systematically uses real or simulated work as the focal point for assessment and career exploration. One purpose is to assist individuals in career and vocational development. The profiler(or vocational evaluator) synthesizes data from all team members, including if necessary, medical, psychological, economic, cultural, social and vocational information.
"A New Paradigm for Vocational Evaluation: Empowering the VR Consumer through Vocational
Information"30th Institute on Rehabilitation Issues
http://www.rcep6.org/IRI/tmpt/publications.htm#30th
Vocational Evaluation: Major Underlying Values (Vocational Evaluation {VE} IRI)
Empowerment.
Cultural Considerations & Responsiveness.
Universal Design & UD for Assessment and Learning, and Assistive Technology.
Individualization (customized assessment for customized transition, rehabilitation, and postsecondary planning).
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What is empowerment?
Empowerment is a process which helps people gain power. People who are empowered have the knowledge and ability to lead.
PA Youth Leadership Network, 2008
23
Universal design is defined as the design of products and environments, to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design. The intent of universal design Is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and disabilities.
The Center for Universal Design, North Carolina State http://www.design.ncsu.edu/cud/
Universal Design
Universal Design Principles
1. Equitable use2. Flexibility of use3. Simple and intuitive use4. Perceptible information5. Tolerance for error6. Low Physical Effort7. Size and space for approach and use
Vocational Evaluation Process
MD DORS Career Assessment
Levels of Assessment
DORSCareer Assessment Services
F o cu sed
C o m pre h en s ive
E xp lo ra to ry C o m m u n ity B a sed
Ite m ized
Severity of
Output Disability Intensity
Less info Less Severe
More info. More Severe Holistic
Itemized Assessment
An individual assessment tool/instrument or method used to answer a very specific referral question.
Focused Assessment
Assessment to determine the feasibility of a specific chosen career area as a career goal (can include real or simulated work).
Exploratory Assessment
A process utilizing career exploration resources and/or methods designed to provide information on the next step in long range planning for the individual. It includes investigation and education in jobs and job clusters, taking into consideration the individual’s interests, needs, abilities and functional capacities.
Community Based Assessment
A holistic assessment of an individual's interests, needs, and abilities in a job/worksite setting located in the community. Community-based assessment is an umbrella term depicting a category of methods, which may include:
• Situational assessment• On-the-job evaluations• Job try-outs or trials• Supported Employment assessment
Comprehensive Assessment
The Comprehensive Career Assessment is appropriate for individuals with the most severe disabilities who:• would have difficulty handling the reading or motor activity required to
independently perform the paper/pencil assessment activities typically utilized as part of an Exploratory Career Assessment
• have sensory impairments which require significant accommodation to enable their participation
• have never worked or have a significant period of absence from the work force due to their disability, require an extended period of observation to determine their work behaviors
• It is also a holistic, broad-based intensive process, which is: grounded in the use of real or simulated work, individualized, and the process uses a combination of all typical assessment methods with the possible (but not required) exception of a community-based assessment.
Levels of Evaluation/ Assessment
Several models have been presented to describe how levels of evaluation/assessment are viewed.
This information will be used as VA DRS defines your levels of evaluation/assessment.1. Current VA DRS Levels of Assessment:
Best Practices Manual.2. VEWAA “Final Project” – 19753. VECAP4. Institute on Rehabilitation Issues on VE5. Maryland CAS Levels of Assessment