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The Interdisciplinary Council on
Vocational Evaluation and Assessment was officially formed in 1992 as a
National Advisory Council to represent the issues faced by vocational evaluation
and assessment personnel. It consists of representatives from ten organizations.
These representatives drafted a position statement on the profession of vocational
evaluation and assessment. As a part of that position statement, the following
Guiding Principles form the basis of best practices in vocational evaluation
and assessment:
- A variety of methods, tools and approaches should be used to provide
accurate vocational evaluations and assessments. A broad range of questions
must be posed to determine what makes an individual, as well as his/her abilities
and needs, unique. Separating an individuals attributes into categories such
as interest, aptitude, or learning style preferences help organize assessment.
- Vocational evaluation and assessment information should be verified
by using different methods, tools and approaches. Using alternative methods
or approaches to validate findings can usually be achieved by: a) observing
an individuals demonstrated or manifested behaviors, such as performances
on actual work; b) using an individuals self-report or expressed statements;
and c) administering some type of survey, inventory, structured interview
or test.
- Behavioral observation is essential in any vocational evaluation
and assessment process. Behavioral observation (e.g..observing physical performance,
social characteristics, interactions with people and other aspects of the
environment) occurs throughout the evaluation and assessment process. The
observation process can be: a) informal or formal, b) occur in a variety of
environments, c) made by a variety of people, and d) should be documented
and presented in an objective, non-biased manner.
- Vocational evaluation and assessment may be an ongoing and developmental process
in career development. However individuals, especially those with
disabilities, may need evaluations or assessments of varying degrees given
at different junctures over their career life-span.
- Vocational evaluation and assessment should be an integral part of
larger service delivery systems. Vocational evaluation and assessment should
be the basis for planning needed services, resources and support; therefore,
it can be an integral part of the total service delivery system. Vocational
evaluation and assessment information should be interpreted and conveyed to
the consumer, as well as others, within the system.
- Vocational evaluation and assessment requires a collaborative approach
to data collection and decision making. Vocational evaluation and assessment
requires the collection of input from a variety of individuals and requires
an understanding of how to use the results of the evaluation and assessment
process. An interdisciplinary team approach allows for the effective use of
information which can be translated into effective planning, implementation
activities (e.g., placements, support services, counseling), and fulfilled
vocational development for customers.
- Vocational evaluation and assessment should be current, valid and
relevant. Vocational evaluation and assessment is grounded in career, vocational
and work contexts.
Source: Smith, F., Lombard R., Neubert D., Leconte, P., Rothenbacher, C.,
& Sitlington, P. (1994, Fall). The position statement of the Interdisciplinary
Council on Vocational Evaluation and Assessment Fall 1993. The Journal for
Vocational Special Needs Education, 17 (1), 41-42.
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