Career Assessment
Recommended Texts:
Lowman, Rodney L. (1991). The clinical practice of career assessment: Interests, ability, and personality.
Washington DC: American Psychological Association.
Osborn, D.S., & Zunker, V.G. (2006). Using assessment results for career development (7th edition).
Pacific Grove, CA: Brooks/Cole.
Assessment and Appraisal
 Assessment consists of the processes and procedures for collecting information about human
behavior. Tools for assessment include tests and inventories, observation, interview data, and
other techniques.
 Appraisal implies not only measuring human characteristics but making judgments about the
attributes and behaviors. Appraisal is evaluation.
Tests and Inventories
 Tests are instruments such as those used to measure ability and achievement for which there
are right and wrong answers. The test taker attempts to achieve maximum performance.
 Inventories are instruments which have no right or wrong answers, rather the individual is
asked to indicate typical performance, preferences and viewpoints.
Specific Uses of Assessment Results
 Diagnostic – to help individuals identify strengths and weaknesses.
 Prediction – to predict whether an individual could successfully complete an academic or
training program.
 Comparative use of data – allow the individual to compare her/his personal traits and
characteristics to individuals previously tested.
Measures of Central Tendency
 Mean – mathematical average
 Median – the middle score in a distribution
 Mode – the most frequently occurring score in a distribution
Measures of Variability
 Range – the highest score in a distribution of scores minus the lowest score plus one (1)
 Standard Deviation – describes the variability within a distribution of scores (most useful
measure)
 Variance – the square of the standard deviation
Normal Curve (bell-curve)
Percentile and Stanine
 Percentile – a value below which a specified percentage of cases falls (75 %ile means the score
is higher than 74% of the scores in a distribution and 25% of the scores are higher than this
score
 Stanine – from standard nine, shows a distribution of scores in nine parts (1-9) with five in the
middle and a standard deviation of the distribution of about 2.
Standard Scores
 Standard scores express the person’s distance from the mean in terms of the standard deviation
of a particular scale. (For example, a person has a raw score of 60 on a vocabulary test and a
raw score of 45 on a math test. We cannot tell which score is better without direct
comparisons. However, if both scores are converted to a standardized scale, we can realistically
compare them.
 Z score – the mean of this distribution of scores is “zero” and the standard deviation is 1.0 (see
normal curve).
 T score – the mean of this distribution of scores is 50 and the standard deviation is 10 (see
normal curve).
Correlation Coefficient
 Pearson Product-Moment Correlation Coefficient (r) – frequently used in assessment activities.
Correlation coefficient ranges from -1.00 (a perfect negative correlation) to 1.00 (a perfect
positive correlation). Even small correlations can be judged statistically significant if the sample
size is large enough. The correlation coefficient tells nothing about cause and effect, it only
shows the relationship!
Reliability
 Reliability is the consistency of a test or inventory. The degree to which the test can be
expected to provide similar results for the same individuals on repeated administrations.
 How high should reliability coefficients be?
o .90’s for intelligence, achievement, and scholastic ability tests
o .80’s for aptitude and some personality and interest inventories
o .70’s for attitude scales and some personality and interest inventories
 Standard Error of Measurement (SEM) – another indicator of reliability and useful in
interpreting test scores of an individual. The SEM may also be referred to as a Confidence Band
or Confidence Limits. The SEM helps determine the range within which an individual’s true test
score probably falls.
Validity
 Validity is the degree to which a test or inventory measures what it purports to measure.
 Types of Validity:
o Face – the instrument looks valid
o Content – the instrument contains items drawn from the domain of items which could
be included to measure the trait or characteristic
o Criterion-Related
 Predictive – the predictions made by the test or inventory are confirmed by
later behavior (criterion)
 Concurrent – the results of the test or inventory are compared with other test’s
results or behaviors (criterion) at or about the same time
o Construct – a test has construct validity to the extent it measures some hypothetical
construct such as anxiety, creativity etc.
o Exploration – career tests and inventories often stimulate individuals to explore more
about themselves, education, and the world of work. So, even if the career instrument
does not have proven validity, if it encourages exploration, it may be a useful resource.
TESTS CAN BE RELIABLE BUT NOT VALID. VALID TESTS ARE ALWAYS RELIABLE!
Tests may be:
 Norm referenced – an individual’s score is compared to scores of others who have taken the
test before
 Criterion referenced – an individual’s score is compared to some predetermined criterion which
has been established as important (cut-off score).
 Power based – no time limits (or generous time limits)
 Speed based – timed and emphasis placed on speed and accuracy
 Ipsative – comparing results on the test or inventory within the individual (looking at her/his
highs and lows
 Normative – comparing the results on the test or inventory to some group’s performance
Model for Using Assessment Results (four sequential steps):
 Analyzing needs
 Establishing a purpose
 Determining instruments (clients should be involved with the process)
 Utilizing results (many tests and inventories require specialized training to properly interpret
results)
Types of Career Assessment
 Aptitude – measure abilities which have been developed to that point in time. Aptitudes are
often characterized as potentials, tendencies, or capacities.
o General Aptitude Test Battery (GATB)
o Differential Aptitude Test (DAT)
o CAPS (Career Ability Placement Survey)

Achievement – measure current level of competence or achievement.
o California Achievement Test (CAT)
o Iowa Test of Basic Skills (ITBS)
o Stanford Achievement Test (STAT)
o Wide Range Achievement Test-Revision 3 (WRAT3)
o Woodcock-Johnson III (WJ-III)

Interest Inventories – measure preferences, likes and dislikes of an individual
o Strong Interest Inventory (SII)
o Self-Directed Search (SDS) (Holland)
o Campbell Interest and Skills Survey (CISS)
o Kuder Occupational Interest Survey (KOIS)
o Career Occupational Preference System (COPS)

Personality Inventories – measure traits and characteristics which are believed to be relevant to
career development issues.
o Myers-Briggs Type Indicator (MBTI)
o Sixteen Personality Factor Questionnaire (16PF)
o Work Adjustment Inventory (WAI)

Values Scales – measure values which represent the fundamental beliefs an individual possesses
about the world and career-related issues.
o Career Orientation Placement and Evaluation Survey (COPES)
o Minnesota Importance Questionnaire (MIQ) (TWA/PEC)
o Rokeach Values Survey (RVS)
o Work Values Inventory (WVI) (Super)

Self-Efficacy Scales – measure self-beliefs related to academic and career planning issues.
o Self-Directed Search (SDS) (Holland)
o Campbell Interest and Skills Survey (CISS)
o Skill Confidence Inventory (SCI) (administered with the SII)

Career Development – measure different aspects of career development.
o Career Beliefs Inventory (CBI) (Krumboltz)
o Career Maturity Inventory (CMI) (Crites and Savikas)
o Career Thoughts Inventory (CTI) (CIP)
o My Vocational Situation (MVS) (Holland)

Card Sorts – a kinesthetic approach to the measurement of interests, skills, values and
occupational choice.
o Career Values Card Sort
o Motivated Skills Card Sort
o Occ-U-Sort
o O*NET Career Values Inventory
o SkillScan
o Vocational Exploration and Insight Kit (VEIK)
Computerized Career Assessment
 The major concern in using computers in career counseling and assessment is confidentiality.
 CACGS and CIDS should supplement not replace career counseling.
 Advantages of CACGS/CIDS include: interactive capability of computerized systems, immediate
feedback, ability to personalize career planning, provides systematic approach, and ability to
access large databases of up-to-date information.

Computer Assisted Career Guidance Systems (CACGS)
o DISCOVER and DISCOVER Multimedia
o SIGI and SIGI PLUS
o Career Cruising

Career Information Delivery Systems (CIDS)
o CIDS link occupations to knowledge and skills, link knowledge and skills to programs of
study, link programs of study to specific institutions, link specific institutions to costs,
and link costs to sources of financial assistance. The Association of Computer-Based
Systems for Career Information (ACSCI) Standards provide criteria for public and private
organizations that are concerned with delivering high quality tools for career
development. Their career information and services range from highly specific
components, aimed at a single career development function, to comprehensive
systems.
o See a list of state CIDS at America’s Career InfoNet (www.acinet.org) under CIDS.