The content and processes of career, vocational, and transition assessment have necessarily changed as transition planning and programming have become more definitive and sophisticated. These assessment processes are intended to contribute meaningful information to the newly required Summary of Performance for transitioning youth with disabilities. In this article, the author explores promising methods for using assessment results to develop and implement transition plans and services. She traces the historical origins of transition assessment and presents two theoretical orientations. The author also discusses the transformative use of assessment for transition, as well as interpretations of legislation and how they can shape assessment services. Finally, she explores the content and processes of transition assessment in relation to common pathways for achieving educational, career, and transition success.
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