The Skills Assessment Module (SAM; Rosinek, 1985) is designed to assess a student’s affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system.
Initial sections outline procedures and techniques (including paper-and-pencil tests, hands-on skill modules, and work behavior rating) and administrative guidelines for SAM. Twelve hands-on modules are then explained in terms of purpose, materials, activity, verbal cue, interpretation, and scoring. These modules include the following: mail sort; alphabetizing; Etch-A-Sketch™ maze; payroll computation; patient information memo; small parts; ruler reading; pipe assembly; O-rings; block design; color sort; and circuit boards. Additional information in the manual includes test interpretation guidelines, technical information, reporting forms, and an instrument to measure learning styles.
Age Range (yrs)
Method of Administration/Format
Approx. Time to Administer
Skills Assessment Module (SAM) Rosinek (1985)
Individually administered, criterion-referenced measure for students in vocational training programs; 12 skills modules, all timed except Color Sort.
Three paper-and-pencil tests; may also be used to rate affective work behaviors; vocational matrix provides comparison of strengths and weaknesses for 24 traits needed in vocational training
Comparison of strengths and weaknesses for 24 traits; 13 modules (digital discrimination, clerical verbal, motor coordination, clerical numerical, following written directions, finger dexterity, aiming, reading a ruler [measurement], manual dexterity, form perception, spatial perception, color discrimination, following diagrammed instructions) combine to provide a vocational matrix that allows student performance to be compared to the instructor’s rankings of traits necessary in that area