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1、TRANSITIONWHEELTopic:TRANSITIONASSESSMENTDescription/DefinitionTransitionassessmentisthe“ongoingprocessofcollectingdataontheindividual’sneeds,preferences,andinterestsastheyrelatetothedemandsofcurrentandfutureworking,educational,living,personal,andsocialenvironments.”(Sitlingto
2、n,Neubert,&Leconte,1997;IDEAPartnership&NSTTAC)Relevance“AssessmentdataserveasthecommonthreadinthetransitionprocessandformthebasisfordefininggoalsandservicestobeincludedintheIndividualizedEducationProgram(IEP).”(Sitlington,Neubert,&Leconte,1997;IDEAPartnership&NSTTAC)History/L
3、egalBasisPubliceducationintheUnitedStateshasalonghistoryofassessmentthatincludes(a)academicassessments,suchastheNationalAssessmentofEducationalProgressandassessmentsrequiredundertheNoChildLeftBehindActof2001todetermineadequateyearlyprogressand(b)assessmentslinkedtocareerawaren
4、essandexplorationintheschool-basedlearningcomponentoftheSchooltoWorkActof1994.Assessmenthasalsoevolvedinspecialeducationlaw,withTheIndividualswithDisabilitiesEducationImprovementActof2004nowrequiring“appropriatemeasurablepostsecondarygoalsbasedonageappropriatetransitionassessm
5、entsrelatedtotraining,education,employment,and,whereappropriate,independentlivingskills.”(34CFR,§300.320(b)(1))DefinitionsAssessment:“theprocessofcollectingdataforthepurposeofmakingdecisions.”(Salvia&Ysseldyke,2004,p.5)Formalassessments:Standardizedassessmentsthatcomparetheres
6、ultsofanindividualstudent’sresultstothoseofsimilarstudents(norm-referencedassessment)ortoestablishedstandardsorcriteria(criterion-referencedassessment).Formalassessmentshavestrictguidelinesforadministrationandinterpretation,andtestpublishersmayrequirethatteachersandothersmeetc
7、ertaineducationalortrainingrequirementsinordertoadministerthem.7Informalassessments:Assessmentsthatarenotstandardizedandmayincludeobservations,recreationorwork-basedassessments,inventories,ratingscales,andinterviews.Informalassessmentsmaybepublishedordevelopedbytheteacher,coun
8、selor,orothertestadministrator.OverviewThereareanumberofframe
