Employment Evaluation

An appropriate and fair employment evaluation can be used to document positive work performance. It may also indicate areas needing improvement. The business or instructor may complete this item in support of the student. From the employer's perspective, this responsibility is generally held for the student's direct supervisor or store manager. However, managers may decide to share this duty with others within the business in management. A general employment evaluation should be clean and easy to understand. Each category should be well-explained regardless of the audience. The student should be able to interpret the evaluation and identify methods to improve. To meet the language needs to some managers, a spanish version of the same employment evaluation may be more convenient.

This evaluation counts as a major grade during the course of a grading period. The employer may complete one but generally no more than two during a six-weeks grading period.

Upon visit of the job site, the evaluation is given to the manager for completion. This document may assessed on site and returned directly to the instructor while at the store / business. Considering the busy schedule of many employers, the manager may prefer for the document to be left and returned to the school at a later time. Documents are given back to the instructor via a variety of methods: fax, e-mail and postal service. As a rule, students are not given the opportunity to return evaluations.

Functional Vocational Evaluation

Instructor's must recognize that every student has employment options. Not every student, however, has the same potential for successful employment. Take time to honestly evaluate your student. The employment matrix allows the observer to rate the different aspects of a student's potential. The matrix can be used for any level of student.


  • The matrix is composed of four areas of independence - Full, Functional, Supported and Participation.

Full Independence - completely capable in this area and able to follow this skill without supervision on a consistent basis.

Functional Independence - individual can meet this indicator most of the time but may need some assistance

Supported Independence - Individual attempts or meets the initial challenges of this category but lacks significant success in this area.

Participation - Individual desires to participate in the objective of this specific item but definitly remains a complete barrior to employment

  • The matrix additionally has four columns of employment category: Individual, Technical, Internal Factors and External Factors. These categories are simple areas affecting employment.
  • Each column has a matching number vertically in the levels of independence.

Basic Instructions - Review the seven numbers in each of the four columns. One column at a time, make seven check marks with a pencil within the vertical length of the four rows. The entire matrix should have 28 checks.

The matching number of each column correlates to a unique employment objective / strategy.

Evaluation - The 28 checks should indicate various levels of strength or need within the Vocational Assessment. Summarily, there are 28 indicators of independence level.

The evaluation can be completed by parents, the student and teachers. All individuals should be honest with the individual's present skills, ability and potential. Review the categories with your survey taker before he or she begins. Discuss the results from all aspects when complete.

Develop a plan to improve the different areas identified as barriers to successful employment.

Career instructional documents on this page are available by request. Modify the pages to add your personal information as a school and instructor.

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