Deck 5: Assessment and Career Planning

Question 1

How can assessment be used when working with middle school students? high school students? college-age students? adults?

Answer 1

No answer

Question 2

What are some of the dangers or pitfalls of giving assessment?

Answer 2

No answer

Question 3

What are some advantages of informal assessment?

Answer 3

No answer

Question 4

How does assessment fit into the career decision-making process?

Question 5

How could assessment be used to design different types of career interventions for students or clients from diverse populations?

Question 6

How can assessment be used to evaluate the progress of an individual client or a group of clients?

Question 7

List the steps of the career planning process, and describe how assessment might be used as an intervention in at least two of the seven steps.

Question 8

Imagine that you work with (specify a population) and that your supervisor asks you to select formal assessment instruments for use with these students (clients). Describe the process you would use to select instruments.

Question 9

A student receives the following score report after taking the Kuder Career Search™:
What do the numbers under the second column, labeled Score, mean?

Question 10

Choose one of the informal assessments discussed in this chapter. Describe in detail how you would introduce, use, and evaluate this assessment with a client.

Question 11

How have changes in the demographics of the United States population impacted the use of assessment in counseling

Question 12

Assessment is defined as

A) a standardized test.
B) any formal or informal technique used to collect data about a client.
C) an informal method of acquiring information.
D) an evaluative measure.

Question 13

Though assessment may be used in several steps of the career planning process, its greatest usefulness is likely to be at Step

A) 1.
B) 2.
C) 4.
D) 7.

Question 14

All of the following are reasons to administer assessment except so that the

A) counselor can learn more about the needs of the client.
B) counselor can determine the progress of an individual or group.
C) client can learn more about himself or herself.
D) counselor can prescribe the best course of action for the client.

Question 15

Which of the following have "right and wrong answers"?

A) assessments
B) informal activities
C) measures
D) tests

Question 16

A forced-choice activity is a/an

A) formal assessment instrument.
B) informal assessment instrument.
C) type of career fantasy.
D) way of measuring abilities.

Question 17

All of the following are true of formal assessments except that they

A) have no standard method of interpretation.
B) have no standard way to compare one person's scores with those of others.
C) have known reliability.
D) are usually free of charge.

Question 18

A raw score indicates

A) how some characteristic of one individual compares with that of others.
B) whether a person's scores are in the top quartile.
C) how many standard deviations a score is from the middle of the distribution.
D) the total number of responses related to some category.

Question 19

The Career Maturity Inventory (Crites and Savickas) is an example of an instrument that can be used to measure

A) interests.
B) readiness to make career decisions.
C) work skills.
D) values.

Question 20

Any of the following could be used to measure interests except

A) The Self-Directed Search.
B) The Kuder Career Search.
C) WorkKeys.
D) Campbell Interest and Skill Survey

Question 21

One good reason to suggest that clients take assessment via the Internet rather than in print form is that

A) score reports are available immediately.
B) instruments administered in this mode have been thoroughly researched.
C) instruments are always free of charge.
D) scores are more reliable.

Question 22

When planning to administer an assessment instrument to a student/client, it is important to tell the person all of the following except

A) the purpose of giving the assessment.
B) the history of the development of the instrument.
C) what the items in the instrument are like.
D) who will see the results and for what purpose.

Question 23

When interpreting an inventory, all of the following are important except

A) checking to see if the client/student agrees with the results.
B) indicating that the results of the inventory are the best sources of information.
C) asking about school work and experience that may confirm the results of the inventory.
D) suggesting what the student/client may do next in order to continue with planning.

Question 24

A primary characteristic of informal assessment is that

A) the results are norm-referenced.
B) the techniques used have high reliability.
C) it can be interesting and stimulate good discussion.
D) its results are standardly interpreted by all counselors.

Question 25

An acceptable test-retest reliability coefficient is

A) 3.5.
B) 4.0.
C) 6.0.
D) 8.0.

Question 26

If, on the Kuder Career Search interest inventory, for example, a person has a score at the 88^th percentile on the scale called Outdoor, it means that

A) the person got 88% of the items right.
B) 10% of those in a norm group scored higher on Outdoor than this person.
C) the person has low interest in Outdoor activities.
D) the person's interest in Outdoor activities is higher than 88% of those in a norm group.

Question 27

A band of confidence is the same as a standard deviation.

Question 28

A student whose score on a scale on an interest inventory is in the 1^st stanine has very high interest in that area.

Question 29

A norm group is the group of individuals whose scores on an instrument are the benchmark for assigning percentile scores to others who take it.

Question 30

A checklist is one type of informal assessment.

Question 31

If a test is valid, there is evidence that it measures what its publishers claim that it will measure.