Transitional assessments help guide students through life choices after high school. They can be formal, using tools like the Myers-Briggs Type Indicator or Self-Directed Search to determine career paths, or informal like questionnaires. Assessments consider student interests, abilities, and post-secondary goals. The Myers-Briggs and Self-Directed Search provide a code matching career fields. Resources like iTransition and Student Directed Transition Planning use interactive modules and family input to build self-determination and transition planning skills.

1. Transitional
Assessments
Amanda Vickerson
SED 693
March 24, 2013

2. What IS a transitional assessment?
 The Division on Career Development and Transition (DCDT) of
the Council for Exceptional Children defines transition
assessment as an "...ongoing process of collecting data on the
individual’s needs, preferences, and interests as they relate to
the demands of current and future working, educational,
living, and personal and social environments. Assessment
data serve as the common thread in the transition process
and form the basis for defining goals and services to be
included in the IEP (NSTTAC.org)."
 In simpler terms, a transition assessment is a formal or
informal tool used to guide a student through life choices.

4. Formal vs Informal Assessments
 Assessments can be formal or informal. Formal assessments are tools that
professionals use to help individuals determine an educational or career
path, like the Myers Briggs Type Inventory or the Self Directed Search.
Informal tools can be questionnaires or resources such as PEPNet.org's
interactive search that encourages person-centered thinking with
questions like, "What do I enjoy doing?" or "What are some of my goals?"
 Most transition assessments are geared towards middle and high school
students. When giving assessments, it is necessary to select instruments
and methods that are appropriate for your students. Consider the nature
of their disabilities, their post-secondary school ambitions, and
community opportunities (NSTTAC.org).

5. Myers-Briggs Type Indicator
 The Myers-Briggs Type Indicator (MBTI)
can be a helpful assessment tool for
middle school aged students and beyond.
The assessment works to make the theory
of psychological types described by C. G.
Jung understandable and useful in
people’s lives. Personality type is a
practical tool for investigating what works
for you, then looking for and recognizing
work that satisfies your preferences
(MyersBriggs.org).
 While the MBTI is neither criterion-
referenced or standardized, it is still
widely used.
 For students, the MBTI addresses
academic, social, and vocational areas.
The inventory may be helpful in indicating
a student's learning style and can also
guide discussion around possible
educational and career paths.
 When the assessment administrator and
the student come together to interpret
the results of the MBTI, conversation can
begin around the next steps for the
student.

6. Self Directed Search (SDS) and
Occupations Finder
 The SDS was developed by Dr. John Holland, whose
theory of vocation is the basis for most career
inventories used today.
 Dr. Holland’s theory states that most people can be
loosely categorized into six types—Realistic,
Investigative, Artistic, Social, Enterprising, and
Conventional—and that occupations and work
environments also can be classified by these categories.
 People who choose careers that match their own type
are most likely to be both satisfied and successful (Self-
Directed-Search.com).
 The SDS is not criterion referenced or standardized, but
is widely used in career counseling. Like the MBTI, the
most important interpretation comes from the
discussions following the assessment, and realizing the
possibilities that are available to the student.

7. Occupations Finder
 The Occupations Finder is the complement booklet to the SDS.
After taking the assessment, students receive a three letter code
which corresponds to their strongest types. Students research their
matching codes and explore similar codes, giving them insight
about possible academic or career opportunities.

8. iTransition
 Pepnet2 (pn2) recognizes the full range of postsecondary education and
training options available for individuals who are deaf or hard of hearing,
including those with co-occurring disabilities, and strives to enhance the
capacity of those institutions to appropriately serve this diverse student
population.
 While this informal resource is focused on individuals who are deaf or
hard of hearing, it provides interactive assessment modules based on John
Holland's Interest Inventory and is appropriate for middle and high school
students with college aspirations.
 iTransition focuses on academic and some social goals, such as how to
access special services at a college or university.
 When a student finishes the preference inventory, s/he is led to explore
careers in matching fields.
 This resource can be entirely student-led and is easy to navigate. There is
a printer-friendly version for students who are unable to access a
computer.

9. Screen Shots from iTransition
PEPNet.org

10. Student Directed Transition
Planning (SDTP)
 The eight SDTP lessons facilitate high school to adult life planning
partnerships between students, their families, and educators.
Educators use eight SDTP lessons to teach their students the
knowledge needed to actively participate in their transition-focused
IEP meetings.

11. SDTP Free
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discovery and a test is given at the What’s Important to Me Circle
end of the module to assess their Think about each of the items in the outer ring. Assign a value to
each one according to how important you think it is in
knowledge of transition planning. your life. A 4 is very important, 1 is not very important. If
an item is not at all important to you, just leave it blank.
Does the amount of time and energy you spend closely
reflect the value you place on each item? What changes
can you make so that your time and energy match what
you think is important?

12. Resources
 Colorado Department of Education, Special Education Services Unit. (No date.)
Retrieved from
http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdf
 Myers & Briggs Foundation. (2013.) Retrieved from
http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/
 National Secondary Transition Technical Assistance Center (November, 2007). Age-
Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J.
Kortering, & Catherine H. Fowler. Retrieved from
http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriate
TransitionAssessmentToolkit2013.pdf
 PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/
 Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition
Planning. Retrieved from http://www.ou.edu/content/education/centers-and-
partnerships/zarrow/trasition-education-materials/student-directed-transition-
planning/about_sdtp.html
 http://hollandcodes.files.wordpress.com/2010/08/model1-480-2.png
 http://cargocollective.com/amywang/Myers-Briggs-Infographic