Education and Employment Preparation Services Assessment Service
Assessment Types offered:
- Educational and Vocational
- Literacy
Education and Vocational Assessments
Educational and Vocational Assessments are a thorough and practical first step to rehabilitation planning. Working alongside either Director Roger Groening (B.A., M. Ed.) or Program Director Mykael Sopher (B.Sc., B.Ed., M.Ed. Student), clients complete a series of tests designed to identify academic strengths and weaknesses and pair these results with vocational interests and aptitudes.
Testing involves an initial interview to look at the participant’s educational background, work history, personal circumstances, learning deficiencies, desired academic or employment path, physical restrictions, and other relevant testing information. Following the interview, a period of testing occurs, generally requiring about three to four hours. This testing involves a range of short and long academic and vocational tests.
Tests conducted may include:
Tests of Adult Basic Education (TABE) in Mathematics Computation, Applied Mathematics, Reading, Language, and Spelling. Difficulty levels range from easy to advanced and difficult levels are selected by testing administration based on client’s educational background and work history.
Career Ability Placement Survey (CAPS). Eight primary abilities are measured: Mechanical Reasoning, Spatial Relations, Verbal Reasoning, Numerical Ability, Language Usage, Word Knowledge, Perceptual Speed and Accuracy, and Manual Speed and Dexterity.
HELP Assessment and Writing Sample. Clients provide an on-the-spot writing sample that is evaluated based on several key indicators: organization, spelling, grammar, sentence construction, and writing style. This assessment also looks at the participant’s skill in oral expression, listening, critical thinking, and focus of attention, synthesis of information, recall of details and sense of organization.
Career Directions Inventory (CDI). A series of 100 multiple choice questions that matches a client’s interests with related career and academic paths. The CDI system is designed for a wide spectrum of clientele, not just clients interested in post-secondary school or professional careers.
Once all testing is completed, testing administrators then analyze the results and compose a 7-10 page diagnostic report. The report includes all testing results as well as a thorough explanation and discussion of each result, and its larger implication relative to a client’s academic and/or vocational path. Also, the report focuses on several academic and vocational recommendations for the individual client including possible steps that may need to be taken to achieve prospective goals.
Literacy or Employability Assessment
There are occasions where literacy or employability assessments are requested. This is generally done upon specific request from an agency who is trying to determine the present academic literacy level of a participant. Reasons for this assessment are generally related to evaluating cost effectiveness of a specific vocational rehabilitation strategy.
This assessment involves testing for reading, listening/oral expression, writing and mathematics computation. Determination is being made whether a participant is sufficiently literate to move into upgrading or employment activity, or simply to determine whether a person is at employment literacy levels. Often this is due to age circumstances or where English is not the first language.
Testing involves both oral and written work, and is meant to be sensitive to the participant’s possible limitations regarding literacy skills. Generally we use Level E of the Test of Adult Basic Education; however, it is often necessary to modify the test to accommodate lower level literacy than the TABE measures.
Testing Administrators
Roger Groening is the Director of Education and Employment Preparation Services. He has over 30 years of testing and assessment experience, both at the private high school and community college level, as well as in adult disability related agency work.
Mykael Sopher is the Program Director of Education and Employment Preparation Services. He has seven years of direct experience in adult education services including teaching, curriculum development, and testing with Education and Employment Preparation Services. He is also an M. Ed. Candidate with a focus on adult curriculum development and testing.
Cost: please call or email for pricing
Contact: Roger Groening, Director
204-477-9411, extension 305
[email protected]
Assessment Types offered:
- Educational and Vocational
- Literacy
Education and Vocational Assessments
Educational and Vocational Assessments are a thorough and practical first step to rehabilitation planning. Working alongside either Director Roger Groening (B.A., M. Ed.) or Program Director Mykael Sopher (B.Sc., B.Ed., M.Ed. Student), clients complete a series of tests designed to identify academic strengths and weaknesses and pair these results with vocational interests and aptitudes.
Testing involves an initial interview to look at the participant’s educational background, work history, personal circumstances, learning deficiencies, desired academic or employment path, physical restrictions, and other relevant testing information. Following the interview, a period of testing occurs, generally requiring about three to four hours. This testing involves a range of short and long academic and vocational tests.
Tests conducted may include:
Tests of Adult Basic Education (TABE) in Mathematics Computation, Applied Mathematics, Reading, Language, and Spelling. Difficulty levels range from easy to advanced and difficult levels are selected by testing administration based on client’s educational background and work history.
Career Ability Placement Survey (CAPS). Eight primary abilities are measured: Mechanical Reasoning, Spatial Relations, Verbal Reasoning, Numerical Ability, Language Usage, Word Knowledge, Perceptual Speed and Accuracy, and Manual Speed and Dexterity.
HELP Assessment and Writing Sample. Clients provide an on-the-spot writing sample that is evaluated based on several key indicators: organization, spelling, grammar, sentence construction, and writing style. This assessment also looks at the participant’s skill in oral expression, listening, critical thinking, and focus of attention, synthesis of information, recall of details and sense of organization.
Career Directions Inventory (CDI). A series of 100 multiple choice questions that matches a client’s interests with related career and academic paths. The CDI system is designed for a wide spectrum of clientele, not just clients interested in post-secondary school or professional careers.
Once all testing is completed, testing administrators then analyze the results and compose a 7-10 page diagnostic report. The report includes all testing results as well as a thorough explanation and discussion of each result, and its larger implication relative to a client’s academic and/or vocational path. Also, the report focuses on several academic and vocational recommendations for the individual client including possible steps that may need to be taken to achieve prospective goals.
Literacy or Employability Assessment
There are occasions where literacy or employability assessments are requested. This is generally done upon specific request from an agency who is trying to determine the present academic literacy level of a participant. Reasons for this assessment are generally related to evaluating cost effectiveness of a specific vocational rehabilitation strategy.
This assessment involves testing for reading, listening/oral expression, writing and mathematics computation. Determination is being made whether a participant is sufficiently literate to move into upgrading or employment activity, or simply to determine whether a person is at employment literacy levels. Often this is due to age circumstances or where English is not the first language.
Testing involves both oral and written work, and is meant to be sensitive to the participant’s possible limitations regarding literacy skills. Generally we use Level E of the Test of Adult Basic Education; however, it is often necessary to modify the test to accommodate lower level literacy than the TABE measures.
Testing Administrators
Roger Groening is the Director of Education and Employment Preparation Services. He has over 30 years of testing and assessment experience, both at the private high school and community college level, as well as in adult disability related agency work.
Mykael Sopher is the Program Director of Education and Employment Preparation Services. He has seven years of direct experience in adult education services including teaching, curriculum development, and testing with Education and Employment Preparation Services. He is also an M. Ed. Candidate with a focus on adult curriculum development and testing.
Cost: please call or email for pricing
Contact: Roger Groening, Director
204-477-9411, extension 305
[email protected]
