The Objective Assessment (OBA) process for Adults and Dislocated Workers collects information upon which a participant's Individual Employment Plan (IEP) will be based. An objective assessment is a mutual exchange of ideas and opinions, discussion and deliberation which includes an examination of the capabilities, needs, and vocational goals of a participant.

Assessment Components

Such assessment are to be participant-centered and a diagnostic evaluation of a participant's employment barriers. It should take into account the participant's family situation, general health, work history, education, occupational skills, interests, aptitudes (including interests and aptitudes for nontraditional occupations), attitude towards work, motivation, behavior patterns affecting employment potential, support service needs and personal employment information as it relates to the local labor market.

The results of the objective assessment must be shared verbally with the participant and must be used to develop the IEP in partnership with the participant. 

An OBA may be completed using a combination of structured interviews, paper and pencil tests, performance tests, work samples, behavioral observations, interest and/or attitude inventories, career guidance instruments, and basic skills measurements. OBA is a process that requires more than one appointment between the participant and the career planner to conduct all of the necessary portions of the assessment.

Requirement for Timing of Assessment

Portions of assessments conducted by other American Job Center (AJC) partners, may be used to collect information for the OBA as described in this section. Such assessments must have been completed within one year prior to enrollment. Any tests of reading, writing, and computation skills must have been completed within six months prior to enrollment.

Assessment Requirements

In assessing basic skills, local programs must:

• Use assessment instruments that are valid and appropriate for the target population; and
• Provide reasonable accommodation in the assessment process, if necessary, for individuals with disabilities

For purposes of the basic skills assessment portion of the objective assessment, local programs are not required to use assessments approved for use in the Department of Education’s National Reporting System (NRS), nor are they required to determine an individual’s grade level equivalent or educational functioning level (EFL), although use of these tools is permitted.

Rather, local programs may use other formalized testing instruments designed to measure skills-related gains. It is important that, in addition to being valid and reliable, any formalized testing used be appropriate, fair, cost effective, well-matched to the test administrator’s qualifications, and easy to administer and interpret results.

Alternatively, skills related gains may also be determined through less formal alternative assessment techniques such as observation, folder reviews, or interviews. The latter may be particularly appropriate for youth with disabilities given accessibility issues related to formalized instruments.

In contrast to the initial assessment described above, if measuring EFL gains after program enrollment under the measurable skill gains indicator, local programs must use an NRS-approved assessment for both the EFL pre- and post-test to determine an individual’s educational functioning level.

Requirement for Timing of Testing

Individuals with disabilities that preclude testing who are obviously at or below the eighth grade level may be reported that way. Individuals who have a college degree or a two-year associate degree do not need to be tested. They may be reported as having a 12th grade reading and math level.

Objective assessment is a short-term activity that may be revisited as needed to determine further service strategies. OBA should not be used as a stand-alone activity unless the participant’s employment goals change. The OBA activity must be clearly documented in the data management system including the type of assessment used and the results of that assessment. Documentation of a mutual conversation between the career planner and participant of the results is also required. Local Workforce Development Boards (WDBs) must develop policies and procedures identifying which assessment tools will be utilized during the OBA process.

The assessment process must utilize generally accepted methodologies and instruments to collect information on each of the following factors for each participant:  

• Family situation  
• Work history  
• Education  
• Basic literacy skills  
• Occupational skills  
• Work readiness skills  
• Interests and aptitudes  
• Attitude and motivation  
• Financial resources  
• Basic needs  
• Review of strengths