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ASSESSMENT

ASSESSMENT. Its Importance in Career Planning. Assessment is NOT Synonymous with Testing. Basic Principles of Career Development. Career development is an ongoing process, a series of choices.

Sophia
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ASSESSMENT

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  1. ASSESSMENT Its Importance in Career Planning

  2. Assessment isNOTSynonymous with Testing

  3. Basic Principles of Career Development • Career development is an ongoing process, a series of choices. • Multiple factors are involved in career choices, including interests, aptitudes, achievement, skills, needs, values, and self-concept.

  4. More basic principles . . . • Past experiences influence present needs and values. • The myth of “One Right Job” is detrimental and inaccurate. • Self-concept and belief in self are of major importance.

  5. Welcome to the100-Acre Wood

  6. Time for fence mending . . . Meaningful assessment means going beyond testing to derive information and using that information for more than file drawer ballast

  7. Reasons for Assessment • To measure gains made • To identify natural strengths • To develop possible enrollment options • To generate potential career choices • To confirm or adjust decisions already made • To open avenues for exploration

  8. What to Assess? • Achievement • Aptitude • Interest • Learning/work style • Physical conditioning & capacity for work

  9. Other factors . . . • Work environment factors • Cultural agendas, background, possible hidden pressures on student • Occupational preparation requirements

  10. Still more . . . • Workplace trends and opportunities • School offerings and opportunities (and alternatives) • Own level of knowledge in these areas

  11. Achievement • Norm-referenced standardized tests • TAP • IOWA • TABE • Criterion-referenced standardized tests • Briggance • Other alternative (authentic, performance, functional) instruments

  12. Round Pegs in Square Holes • ACT • SAT • PSAT

  13. “General” Clerical Mechanical Spatial Kinesthetic/Tactile Musical Interpersonal Analytic ASVAB DAT CAPS VALPAR 2000 SAGE McCARRON-DIAL Aptitude

  14. Aptitude • “General” aptitude is a myth • Use information about past experiences • One type of aptitude may relate to many possible skills • Aptitude vs. skill

  15. OKCIS COPS Discover PLAN Self-Directed Search Strong Interest Inventory Reading Free Vocational Interest Inventory Kuder Wide Range Interest & Opinion Test Interest

  16. Interest • Think in clusters, not strictly defined occupations • Ask about hobbies and leisure activities • How can “different” interests work together?

  17. Other Factors • Learning/Work Style, Work Environment Factors • Piney Mountain Press instrument • Other formal instruments • Informal personal surveys • Health issues (asthma, allergies, light sensitivity)

  18. Learning/Work Style • Visual, auditory, or kinesthetic intake • Scribed, oral, or kinesthetic output • Group or individual • Holistic or sequential • Dependent or independent • Introvert or extrovert

  19. More Factors • Physical conditioning & capacity for work • Cultural agendas & background • Hidden pressures on student • Occupational preparation requirements • SOICC Directory of Licensed & Certified Occupations • OKCIS • Dictionary of Occupational Titles

  20. Environmental Preferences • Attire • Sedentary or active • Level of cleanliness • Indoor or outdoor • Noisy or quiet • Brightly or dimly lighted • Interactive or solitary

  21. Educational Goals • Current attainment level • Tentative expectations • Opportunities and challenges • Consider finances • Realistic level of commitment • Awareness of requirements for some occupations

  22. And Finally • Workplace trends & opportunities • School offerings and opportunities (and alternatives) • Own level of knowledge of local economy and futures

  23. Appropriate Conditions • NOT the auditorium with lap boards and low lighting • NOT the gym with everyone carrying his/her own desk • NOT a 50-minute subtest shoehorned into a 55-minute class period

  24. Use the Right Tool for the Job

  25. Status is NOT Static

  26. Critical Considerations • What is it good for? • How much NEEDS to be done? • How will it help the student? • Do you know how to use the instrument and the resulting information correctly?

  27. Optimal Outcome for Students? I have an unlimited number of positive options available to me.

  28. Advice from Two Who Know • Luck is hard work meeting opportunity. - Vince Lombardi • Luck is preparation meeting opportunity. - Oprah Winfrey

  29. A Parting Thought . . . We cannot always build the future for our youth, but we can build our youth for the future. - Franklin Delano Roosevelt

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