Assignment: Assessing Career Counseling
Assignment: Assessing Career Counseling
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Assignment: Assessment in Career Counseling and Development
Personal-Psychological Characteristics
Most researchers call these traits
Aptitude- defined as specific capacities and abilities required of an individual to learn or adequately perform a task or job duty
9 abilities identified by the O*Net development team
Verbal ability
Arithmetic reasoning
Computation
Spatial ability
Form perception
Clerical perception
Motor coordination
Finger dexterity
Manual dexterity
Interests
Likes or preferences or the things people enjoy
Super described 4 types of interests:
Expressed interests: verbal statements or claims of interest
Manifest interests: Interests exhibited through actions and participation
Inventoried interests: estimates of interests based on responses to a set of questions concerning likes and dislikes (e.g., the Strong Interest Inventory)
Tested interests: Interests revealed under controlled situations
Personality
Typically defined as the sum total of an individual’s beliefs, perceptions, emotions and attitudes
Assignment: Assessing Career Counseling
Myers-Briggs Type Indicator appears to be the personality inventory most often chosen by career centers on college campuses
MBTI yields 4 bipolar scales:
Extroversion________________Introversion
Sensing____________________Intuition
Thinking___________________Feeling
Judging____________________Perceiving
Contains 16 personality types
Assessment and Career Counseling
Has long been a part of the career counseling process
Arguments for and against the use of traditional and nontraditional assessment procedures falls along theoretical and philosophical lines
Hansen (2013) asserts use of traditional interest inventories can be of assistance in developing self-understanding and as one guide to occupational selection
Hansen suggests that assessment should provide a partial guide to decision making
Expected outcomes of Career Assessment
Develop a readiness to make a career decision
Develop confidence (self-efficacy) that she or he can make a wise decision
Develop self-awareness (interests, values, abilities, etc.)
Develop a future orientation
Assess clients decision-making approach
Assess client’s satisfaction wit the career counseling process and the career counselor’s effectiveness
Clinical, Quantitative and Qualitative Approaches to Assessment
Clinical Assessment
occurs whenever a career counselor applies information gathered through training and experience to classify, diagnose or predict a client’s behavior or problem (Gregory, 2006)
is at best an adjunct for use with other types of assessment
Quantitative Assessment
Most familiar to clients because they have taken achievement battery tests as they’ve progressed through school
Qualitative Assessment
Bound by less rigid parameters
Scoring is more subjective
Tend to involve clients more actively than standardized or objective tests and inventories
Examples of qualitative assessment devices according to Goldman (1990) including card sorts, values clarification exercises, simulations such as the use of work samples and observations.
Assignment: Assessing Career Counseling
Qualitative Assessment and Constructivist Theory
Major difference between logical positivists (Holland) and constructivists (Savickas)
Positivists rely heavily on traditional measurement devices such as interest and personality inventories.
Postmodernists, such as constructivists, believe that each individual constructs his or her own unique reality. They use assessments designed to elicit the individual’s perspective.
Positivists search for fit and postmodernists search for meaning.
Examples of post modern assessment strategies: Career-O-Grams, role play, card sorts and genograms.
Qualitative and Objective Assessment Devices
Some assessment devices can serve as either qualitative or objective assessment devices although most are used as one or the other.
Self efficacy assessment measurements can serve in either capacity. Self efficacy has traditionally be measured by
First, identifying a task to be performed
Second, asking clients to estimate the degree of difficulty of the task and the extent of the confidence to perform the task
Third, estimating their performance in related situations
An interesting trends is assessment in the past decade is away from assessing self-efficacy qualitatively and toward quantitative measure of perceived self-efficacy.
Pairing self-efficacy data with information about interests provides a better predictor of occupational choice than using either assessment alone.
Values Inventories
Values are learned or may row out of needs and are assumed to be a basic source of human motivation.
4 inventories:
Super’s Work Values Inventory
Work Importance Locator and Work Importance Profiler
Life Values Inventory
Career Orientations Placement and Evaluation Survey
Interest Inventories
Hundreds of thousands of interest inventories are administered each year. Typically inventories that are used in career development programs to promote awareness use either the normative or the raw score approach.
Some examples:
Career Occupational Preference System; Self-Directed Search; Career Decision Making System; Strong Interest Inventory and Skills Confidence Inventory; Kuder Occupational Interest Survey; O*Net Interest Profiler
Research supports the continued use of these inventories.
Personality Inventories
Few personality inventories have captured the interest of career counselors perhaps because many were developed to measure abnormal behavior
Two examples: Myers Briggs Type Indicator; Sixteen P.F. Personal Career Development Profile For other options consult A Counselor’s Guide to Career Assessment Instruments (Wood & Hays, 2013)
Multiple Aptitude Test Batteries
These test measure what has already been learned which is an indicator of future performance. When taken as one indicator of potential aptitude, tests can be of assistance to clients attempting to make career plans or can simply be one way of promoting self-awareness.
Some examples: Differential Aptitude Test (DAT); Armed Services Vocational Aptitude Battery (ASVAB); O*Net Ability Profiler
Diagnostic Inventories
Have been developed to measure certain career development “problems”.
Some examples: Career Decision Scale; My Vocational Situation; Career Beliefs Inventory; Career Thoughts Inventory
Multi-Purpose Tests and Inventories
Measure more than one construct (e.g., interests and aptitudes)
They have been developed for specific purposes, typically for use with special populations.
Some examples: McCarron-Dial System; PESCO 2001/Online
Selecting Assessment Devices
Once the client’s needs and the purpose of the instrument are aligned, the technical characteristics of the instrument should be examined.
Reliability and validity issues and the representativeness of the norm groups deserve special consideration and are of the utmost importance in the selection of tests and inventories.
The ethical principles developed by the American Counseling Association (2005) and American Psychological Association (2010) should guide these considerations.
Counselors must be competent in the use of the any assessment device selected and the welfare of the client must be maintained.
Gender and Cultural bias
It is probably fair to say that tests and inventories are biased to come degree, but that most counselors attempt to use these products in a nondiscriminatory fashion.
Many of the bias issues can be summed up in a single word: language.
Other issues: the time needed to take the test or inventory; the cost; the reading level; the availability of computerized or hand scoring and the counselors preference are all factors to take into consideration when selecting tests or inventories.
Interpreting Test and Inventory Results
The interpretation of test results, along with selection and administration is one of the most important steps in the assessment process.
5 approaches to interpretation of quantitative assessment devices may be used:
Computerized interpretations
Self-interpretation using materials provided by the publisher
Interactive approaches in which the client leads
Interactive approaches in which the counselor leads
Combinations of these approaches
Steps in the interpretation process:
Counselor becomes thoroughly familiar with all aspects of the instrument
Review the results of the tests and inventories prior to meeting with the client
Interpreting the results of tests and inventories is to consider the clients involved
General steps in the interpretation process (Prince and Heiser (2000)
Check to see if any unusual factors influenced the client during the administration of the test.
Check to see if the client was motivated during the test.
Provide an overview of the instrument to be interpreted.
Give a brief description of the scale and what they mean.
Check for understanding.
Explain how scores are presented (e.g., percentiles) and present scores.
Check for agreement with the results.
Interpret the scores or allow the client to make his or her own interpretation.
Compare assessment results with information gained qualitatively in the interview. Are the results consistent with real-life events?
Troubleshoot as necessary (flat, low interest inventory profile; too many options; conflicts in the family or group; bad news).
Complete interpretation with a summary of the results and by providing self-interpretation material that can be used for future reference by the client.