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ERIC Number: EJ1067432
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Assessing Transition Skills in the 21st Century
Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara; Alverson, Charlotte Y.
TEACHING Exceptional Children, v47 n6 p301-309 Jul-Aug 2015
As a result of the demanding 21st-century workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills 21st-century transition assessments address are relevant to teachers and students given the need for all students to be college and career ready. However, there is evidence that practitioners are not familiar with the transition assessment process--a process that is essential to supporting students in developing the skills they need to achieve their college, career, and life goals. When considering the transition assessment process, it is important for teachers to be aware of the multitude of skills that can be assessed to provide a comprehensive picture of a student's abilities and needs. In the 21st century, conducting transition assessments with all students is beneficial. Transition assessments (e.g., vocational, career, self-determination, independent living, college readiness) provide teachers with information to ensure all students are college and career ready. The "Blueprint for Reform" (hereafter "Blueprint"; U.S. Department of Education, 2010) outlined a plan for the reauthorization of the Elementary and Secondary Education Act and called for "better assessments" and "a complete education" for all students, including students with disabilities. Related to better assessment, the "Blueprint" called for assessments aligned with college and career success (U.S. Department of Education, 2010). The transition assessment process consists of five separate but interconnected processes: (1) Determining what to assess; (2) Selecting appropriate assessments; (3) Conducting assessments; (4) Analyzing assessment results; and (5) Using assessment data. This article outlines each of these processes. Assessment methods should produce outcomes that contribute to the ongoing development, planning, and implementation of next steps in the student's transition process.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A