Chapter 5 Assessment and Career Planning

Career Development Interventions
Fifth Edition
Chapter 5
Assessment and Career
Planning
Slides in this
presentation contain
hyperlinks. JAWS users
should be able to get a
list of links by using
INSERT+F7
Copyright © 2017, 2013, 2009 Pearson Education, Inc. All Rights Reserved
Introduction
• Assessment is the use of any formal or informal technique to
collect data about a client.
• It is a tool of the trait-and-factor approach, which had its
beginning with the three-step career choice process introduced
by Frank Parsons.
Guidelines for Use of Trait-and-Factor
Approach in 21st Century
• Test data
– are only one piece of a much larger puzzle.
– should be used less for prediction and more for identifying
new options.
• The client should be more involved in making the decision
about whether to use assessment and for what purposes.
• The changing demographics of the United States necessitate
the need for even more preparation when selecting and using
assessments in counseling
Assessment and the Career Planning
Process (1 of 3)
• Step 1 - may use an instrument to measure career maturity,
career beliefs or decision-making style
• Step 2 - may use inventories to measure interests, abilities,
skills, work values, or personality type
Process (2 of 3)
• Step 3 - Score report from inventories given in Step 2 will
suggest occupations.
• Step 4 - Assessment not likely to be used.
• Step 5 - Inventories of work-related values may be used to
reduce number of options.
Process (3 of 3)
• Step 6 - Tests that predict success in college or measure
achievement in specific subject matter may be used.
• Step 7 - Instruments that measure work skills or personality
type may be used.
Purposes of Assessment
• Counselors can learn more about the needs of students or
clients.
• Counselors can learn more about the characteristics of clients
(interests, abilities, skills, values), and clients can learn more
about themselves.
• Counselors can measure the progress of an individual or a
group in matters related to career planning.
Counselor Responsibilities
• Follow ethical guidelines provided by professional associations
• Possess knowledge
– basic principles of assessment
– details of specific instruments to be used
– how to prepare clients/students
– how to administer properly
– how to interpret properly
– follow through with clients appropriately after the
assessment
Clients’ Rights in Assessments
• Old model of the trait-and-factor approach (often called the “test-‘em
and tell-‘em” approach) should be replaced with a view of assessment
that:
a. respects assessment is just one of the tools available to assist
clients,
b. should be administered with the person’s full understanding
of its purpose,
c. prepares the client, administers the instrument corrects,
d. treats the results in the confidential manner, and
e. interprets the results in a knowledgeable way
Characteristics of Informal Assessment
• Instruments not subjected to scientific study
• Results for one person cannot be compared with those of others
• No standard linkage between results and occupational choices
• No standard way to interpret results
• Low cost or free materials
Types of Informal Assessment
• Checklists
• Games
• Career fantasies
• Forced-choice activities
• Card sorts
• Structured interviews
Characteristics of Formal Assessment (1 of 2)
• May be timed, standardized tests or non-timed, standardized
inventories.
• Standardized way to administer and interpret the instrument
• Known validity (instrument measures what it claims to
measure)
• Known reliability (results of a later administration will be
highly similar to those of first administration)
• Test-retest reliability (defined as the correlation between two
measurements obtained in the same manner)
Characteristics of Formal Assessment (2 of 2)
• Fairness related to diversity (instrument adequately
researched with kinds of individuals who will later take the
instrument)
• Measures of comparison (compares the scores of one
individual with those of others)
Common Interest Inventories (1 of 3)
• Career Assessment Inventory (CAI)
• Career Occupational Preference Survey (COPS)
• Career Quest
• Harrington-O’ Shea Career Decision-Making System (CDMS)
• Interest Determination, Exploration, and Assessment System
(Ideas)
• Interest Explorer
• Jackson Vocational Interest Survey (JVIS)
• Kuder Career Search with Person Match
• O*Net Interest Profiler
• Self-Directed Search (SDS)
• Strong Interest Inventory (SII)
• Unisex Edition of the Act Interest Inventory (Uniact)
• Vocational Interest Inventory
Common Instruments to Measure Skills
and Abilities
• Campbell Interest and Skill Survey (CISS)
• SkillScan
• WorkKeys
• Passion Revealer
• The Armed Services Vocational Aptitude Battery (ASVAB)
• Career Planning Survey
• O*Net Ability Profiler
Other Inventories
• Myers-Briggs Type Indicator (MBTI) - measures personality
type
• O*Net Work Importance Profiler - measures the importance of
six work values
• Super’s Work Values Inventory - measures the importance of
12 work values
Steps of the Assessment Process
• Prepare students/clients for assessment
• Administer instrument(s) properly
• Interpret instrument(s) properly
• Follow through to assist students/clients to use results for
action planning
Ways to Administer and Interpret
Assessment
• Print form - manual or optical scoring; counselor
interpretation
• Computer (standalone or networked) - administration
and scoring; counselor or computer interpretation
• Internet - administration, scoring, and interpretation
Advantages of Internet Delivery
• Can be taken from anywhere 24/7
• Immediate scoring and feedback
• Standard interpretation, though customized
• Capability to share report with others electronically
No-Fee Assessment Websites
• University of Waterloo Career Services -
www.cdm.uwaterloo.ca/steps.asp
• Career Key - www.ncsu.edu/careerkey
• University of Missouri Career Center - http://
career.missouri.edu (Select Career Interests Game)
• Motivational Assessment of Personal Potential -
www.assessment.com
For-Fee Assessment Websites
• Discover – www.act.org
• Kuder Career Planning System - www.kuder.com
• Self-Directed Search - www.self-directed-search.com
Assessment Results
• Results typically come in print form from the website or computer
from which the assessment was taken
• Raw scores - provide a tally of responses in a specific category;
examinee cannot compare personal scores with those of others
• Percentile scores - compare the scores of one person with those of
a selected norm group
• Stanines – a way to divide percentiles into 9 ranges
• Standard score – a way to indicate how far (in standard deviations)
an individual’s score is from the middle (50th percentile) of a
distribution of scores
• Band of confidence – a range within which an individual score fall
Steps in Selection of Instruments (1 of 2)
• Determine purpose of assessment.
• Consider characteristics of those to be assessed.
• Determine if norm group for instrument includes
characteristics of persons to be tested.
• Investigate the reliability and validity of the instrument.
Steps in Selection of Instruments (2 of 2)
• Read critical reviews and talk to other professionals.
• Acquire a sample copy, take it, and read publisher’s materials.
• Administer instrument to a few individuals and practice
interpretation.
• Determine cost and options for administration and scoring.
Copyright

Chapter 5 Assessment and Career Planning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 5 Assessment and Career Planning

Uploaded by

Copyright:

Available Formats

Career Development Interventions

You might also like