Common Tools in Vocational Evaluation for Marginalized Client Populations
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Transcript of Common Tools in Vocational Evaluation for Marginalized Client Populations
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Phillip W. Boswell MA, B.Ed, RRP
R. Stephen Russell, MA. Sc, P. Eng
Common Tools in Vocational Evaluation for Marginalized Client Populations
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Learning Objectives
Introduction Identify the difference between vocational
assessment and vocational evaluation Recognize the three levels of vocational
assessment Ascertain the factors involved in the appraisal of
clients Identify useful voc assessment/evaluation resources Develop a working knowledge of common tools
used in vocational evaluations Work samples
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Assessment - Defined
Systematic procedures to obtain information from a variety of sources to draw inferences
about people
(Standards for Educational and Psychological Testing, 1999)
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Five Phases of Vocational Rehabilitation Same job with the same employer. Same employer, modified job (light duties) Different employer, similar or closely related
job Different employer, alternative employment in
the same or related industry Development of new occupational skills
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What can be assessed?
Functional skills (basic skills & functional capacity)
Interest Achievement Aptitude Intelligence Learning style
Work Samples Personality Assistive technology Neuropsychological Sensory impairments Career Assessments Dexterity
Career maturity, competency, employment barriers, emotional and multiple intelligence, job readiness, personal factors, personal style, prior learning and values
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Factors in Appraisal of the Individual
Education & Training
Acquired Skills
PotentialSkills
Leisure Time
Activities
Personal Traits
Physical Capacities
Social &Economic
Factors
Interests
Pearl E.White
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Vocational Evaluation Tools
Achievement Tests
Work Samples
Aptitude Tests
Neuro-psychologicalAssessment
Personality Assessments
Functional Skills
Assessment
Dexterity Tests
InterestInventories
Pearl E.Gates
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Individual Appraisal/Tools
Education & Training
Acquired Skills
PotentialSkills Leisure
Time Activities
Personal Traits
Physical Capacities
Social &Economic
Factors
Interests
Pearl E.White
Achievement Tests
Work Samples
Aptitude Tests Neuro-
psychologicalAssessment
Personality Assessments
Functional Skills
Assessment
Dexterity Tests
InterestInventories
Pearl E.Gates
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Vocational Assessment - Defined
A general term for the process of identifying and appraising an individual’s level of
functioning in relation to vocational preparation and employment decision making
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Why Vocational Assessment?
Clients often do not have precise occupational goals and aspirations. They frequently have insufficient or inaccurate information on the labour market and limited self-knowledge of their own interests and abilities.
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Purpose of Vocational Assessment Plan a course of action Enhance client self-knowledge and
vocational decision-making abilities Predict realistic employment outcomes that
result in successful client vocational rehabilitation
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Role of the Rehabilitation Professional Collect enough information or ‘data’ about the
client to diagnose and make predictive statements about his/her potential to obtain a successful rehabilitation outcome
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Levels of Vocational Assessment
Level 1 – Screening/Needs Assessment
Level 2 – Clinical or Exploratory
Level 3 – Comprehensive Vocational Evaluation
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Level 1 – Screening/Needs AssessmentInitial Process
Needs Assessment Determine what is necessary to develop a plan of
action (e.g. vocational plan)
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Level 1 – Screening/Needs AssessmentIncludes
Interview with client Collect routine background information (demographics)
Reliance on subjective consumer statements Vocational choice/interest Self-estimates of competence Reported work history
Functional Assessment (e.g. personal capacity questionnaire)
Limited, if any, standardized testing (e.g. interest)
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Level 2 – Clinical or ExploratoryIntermediate processIn depth exploration or case study approach to the client and
vocationally related circumstances. Builds on level 1 information
through the use of: Additional interviews Collect/analyze documents (schools records, medical records, etc.)
Career exploration Vocational and/or adjustment counselling Psychometric/standardized testing Transferable skills analysis Computerized job matching Job Analysis and/or environmental assessment Assistive technology considerations
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Level 3 – Vocational Evaluation
“Final” Process Comprehensive individualized holistic process of assessment
that utilizes specific instruments, procedures, and behavioural observation
Designed to measure, observe, and document interests, values, temperaments, work-related behaviours, aptitudes, skills, and physical capacities, in order to predict viable employment and/or training outcomes
Used when more in depth information about the client is necessary and not available from information in level 1 and 2
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Level 3 – Vocational EvaluationReal or simulated work used as the focal point of the evaluation Systematic observation and recording of work behaviour &
performance Occurs over time and uses multiple methods and techniques to
validate finds. Some combination of the following methods are used: Work samples, job samples Situational assessments, community based assessments Standardized testing Interview Transferable skills, job matching Analysis of background information Career exploration/job shadow Assistive technology considerations Prescriptive recommendations
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Distinction Between VA & VEVE is holistic: considers disability/medical, psychological, social, vocational,
educational, cultural and economic issues
Ideally conducted by a certified vocational evaluator (CVE)
VE occurs over time (days/week +) evaluated over time with varying work-related demands and environments
Systematic Behaviour Observation and Recording Work performance Work behaviour Adaptive and/or transferable skills are questionable or unknown
Work is the specific focus of VE Work samples Situational assessments Community-based assessments Occupational resources Career exploration
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If we are facing in the right direction, all we have to do is keep on walking Buddhist proverb
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Vocational evaluation identifies….
Transferable skills Vocational Interests Worker Characteristics
and Behaviours Academic Abilities and
Potential
Learning Styles Work Aptitudes and
Abilities Suitable Employment
Alternatives
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Evaluating Assessments
When assessing an individual, the first question is always……Should we use tests at all?
Testing may not always be appropriate Extreme anxiety Sensory impairments Minimal education Limited language abilities
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Questions to ask
Is the test reliable (repeatable) and valid (does it measure what its suppose to?)
Does my client meet the reading level required by the test?
Is my client disadvantaged in any way by completing this test?
Will the test provide the information that I am looking for?
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Questions to ask
Can the test administration procedures be modified to accommodate the client?
Can clients answer the question on the test form rather than a separate score sheet?
Are all the questions relevant and correct for my client?
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Questions to ask
Are there relevant norms/criteria to compare my client’s performance?
Issue in rehabilitation is the lack of representation of marginalized individuals in sample populations
Marginalized client interested in competitive employment is better served using “general working population norms” rather than “disabled norms”
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Transferable Skills
Can be achieved through formal or informal training
Is work related Should have a measurable component Should have the capacity to be matched to
other/alternative work options
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Vocational Interests
Subjective measure of an individual’s preferences in work activities
Can add validity by incorporating variety of surveys with similar outcomes
Does not confirm that skills exist
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Worker Characteristics and Behaviours
Vocational Evaluation relies heavily on the observational skills of the Counsellor
The Counsellor “takes on” different roles throughout the evaluation
Allows the inclusion of subjective information in the process
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Academic Abilities and Potential Understanding current skills Can evaluate need for upgrading
To competitively seek employment To pursue further training
Can predict potential Timed vs. untimed testing
Needed to insure proper skill profile is created
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Learning Styles
Generally subjective in nature
Can be helpful in identifying training environment
Can be helpful in identifying suitable work environment
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Work Aptitudes and Abilities
Computerized assessment Work Samples Academic Achievement Aptitude testing (paper/pencil) Work history (transferable skills)
All are used to create a composite profile
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Worker Qualification Profile
General Education Development (GED) Reasoning Math Language
Aptitudes General Learning, Verbal Aptitude, Numerical
Aptitude, Spatial Aptitude, Form Perception, Clerical Perception, Motor Co-ordination, Finger Dexterity, Manual Dexterity, Eye-Hand-Foot Co-ordination, Colour Discrimination
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General Education Development-GED Embraces those aspects of education (formal
or informal) which contribute to a a worker’s reasoning development and ability to follow instructions; and, the acquisition of “tool knowledge” such as language and mathematical skills. (Revised Handbook for Analyzing Jobs - 1991)
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GED FACTORS
Reasoning Development Math Development Language Development
1 to 6 scale
1 = Low 6 = High
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Aptitudes
The capacity to acquire proficiency in and activity with a given amount of formal or informal training
Aptitudes may be general, such as learning aptitude or special, such as mechanical aptitude (Pruitt, 1986)
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Aptitudes
General Learning Verbal Aptitude Numerical Aptitude Spatial Aptitude Form Perception Clerical Perception Motor Co-ordination
Finger Dexterity Manual Dexterity Eye-Hand-Foot Co-
ordination Colour Discrimination
1-5 scale
1=High 5=Low
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The Tools of Vocational Evaluation Interest Surveys Academic Achievement and Aptitude Testing Computerized Assessment Work Samples Observation Other Surveys
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Interest Surveys
Strong Interest inventory (SII) Canadian Work Preference Inventory (CWPI) Jackson Vocational Interest Survey (JVIS) Career Occupational Preference System
Interest Inventory (COPS) Reading Free Vocational Interest Inventory: 2
(R-FVII:2) Career Assessment Inventory (CAI)
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Ability=Achievement+Aptitude Achievement Tests - What a person has
already done! Canadian Academic Achievement Test (CAAT) Wide Range Achievement Test (WRAT-4)
Aptitude Tests – What a person has the potential to do! General Aptitude Test Battery (GATB) Differential Aptitude Test (DAT)
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Work Samples
Simulated work activity Criterion Referenced Test (CRT) Method Time Measurement (MTM) Standardized tasks Directly related to aptitude factors Valpar has over 30 work samples for
functional and job specific assessments
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Valpar Work Samples
VCWS03 Numerical Sorting
VCWS06 Independent Problem Solving
VCWS07 Multi-Level Sorting
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Norm-Referenced test & scores Compares the evaluee’s performance to the
performance of members of a particular norm group Selected norm group population should be well
defined, relatively current and appropriate to the evaluee’s goal
Results are reported in terms of percentile rankings
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Norms
Frequently referred to as ‘moving targets’ as an individual’s ‘relative’ rank can shift significantly depending on the norm group
Pearl scored at the 87th percentile in arithmetic (grade 4 students)
Pearl scored at the 11th percentile in arithmetic (grade 10 students)
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When norms are not enough
The world of work expects people to be able to perform some job tasks based on criterion of success or precision rather than compared only to how well others perform Expect airline pilots to take off and land an
airplane with 100% level of success, not just a little better than their pilot classmates!
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Criterion references tests & scores Criterion-referenced tests have a predetermined
external standard or criterion Work related criterion generally come from industry
standards Number of widgets assembled per hour Keyboarding speed 60 wpm 0 errors MTM (Valpar)
Measures a specific knowledge, skill, or trait and compares person’s performance against the criterion
Focus and importance of on performance rather than relative rank of how others performed
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Norm vs criterion
The “Standards for Educational and Psychological Testing” provide a basis on which to evaluate tests. established by APA, National Council on Measurement in Education, & American Education Research Association
The samples used for test validation and norming must be of adequate size and must be sufficiently representative to substantiate validity statements, to establish appropriate norms, and to support conclusions regarding the use of the instrument for the intended purpose
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A Huge Issue---Norm vs. Criterion Most norm referenced tests do not use
representative norm samples that include individuals with disabilities
This often results in labels of disability and the identification of weakness
Important to note that in some instances it is helpful to understand how an individual is functioning compared to the “average” population when assessing for competitive employment
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Norms Criterion
Competitive: compares people to other people
Relative skills reported Content difficulty fixed High scores inferred
from high performance on tasks with lower scores
Non-competitive: compares people directly to jobs
Actual skills reported Content difficulty
adjusts to evaluee’s skills
Scores measured directly at corresponding content difficulty
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Norms Criterion
Validity depends on appropriateness of norm group
Strictly valid only for members of the norm group
Translation from percentiles by traditional methods distorts DOT levels
Validated by Method Time Measurement (MTM). No norm groups
Accuracy verified by data from over thousands of assessments
Measures DOT levels directly: no translation required
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Best Norm Group (when available) Norm to the environment you are predicting to
e.g. employed workers, general working population, general
population, education, training norms 62nd percentile Form & Spatial GATB (GWP) 12th percentile MN Paper Form Board (employed drafting
technicians) Obviously, criterion-referenced tests are better
indicators of performance, so if you have a choice between a norm referenced and criterion referenced measure – choose criterion-referenced.
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Computerized Assessment
Bridges Ability Profile Multi-Aptitude Assessment
Bridges Interest Profiler Career Cruising - Career Matchmaker Valpar Professional (PRO 3000)
(Magellan and Aviator)
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PRO3000
System Manager Computerized Assessment (COMPASS) with 3
specialized work samples DOT Descriptions and database Work History for transferable skills analysis Pictorial/Audio Interest Survey Spatial/Non-verbal PET Survey Norm Referenced Test Conversion (TECO)
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Suitable Employment Alternatives
Counsellor directed selection of vocational options
Objective listing based on testing results Can be combined with career exploration
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The Client Perspective
Generally 3 to 6 hours Includes intake session Pre-screening Academic achievement testing Interest / Aptitude Testing Discussion of test results
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VALPAR International
Started in 1973 in Tucson, Arizona Product Developer with over 6000 customers world
wide Component Work Samples Series (VCWS) JOULE Functional Capacity Evaluation PRO3000 Professional Vocational Assessment MAGELLAN Career Self Assessment/Explorer AVIATOR Aptitude & Interest Assessment SIGI PLUS Values-Based Career Planning
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Career Systems Canada Limited
Steve Russell
P. O. Box 255
Buckhorn, ON. K0L1J0
tel: 705 657-8646
fax: 705 657-1572
cell: 416.721.5759
www.valparint.com
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P.W. Boswell & Associates
Phil Boswell
9534 Riverbend Road
Black Creek, BC V9J 1E8
tel 250.337.5087
fax 250.337.5867
toll 877.790.7074
www.employment-training.org