The basis for the assessment process in this project is that structured situations within curriculum areas will yield vocational information (skill and behavioral) that has a direct and indirect relationship to occupational areas in the world of work. Thus, with the assistance of school assessment teams, seven situations were identified and analyzed. Several sets of skills and behaviors related to the task to be performed were identified. These work-related skills and behaviors were grouped into categories such as: (1) work adjustment; and (2) specific skills and behaviors related to occupational areas. In field tests, the information was collected on structured rating instrumentation, through critical observation, by teachers or staff persons supervising the student's performance on the task. Norming criteria for rating performance on the task was directly related to classroom performance of students doing the task. Evaluation of a completed rating form revealed whether the student was able to complete the task, in which areas the student needed assistance, or if and what abilities and characteristics he/she possessed to complete the task or other related tasks of a similar complexity. Occupational relationships can be established directly for the assessment packets through use of any existing exploratory guide. (RL)