RHB 2 assignments
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CareerAssesmentReportSample2.docxCareer Assessment Report Page | 2
Table of Contents
Initial Interview………………………………………………………………………………………………………………… Page 2
Differential Aptitude Test Personal and Career Assessment (DAT)…………………………………… Page 5
Self-Directed Search (SDS)……………………………………………………………………………………………….. Page 7
COPSystem Rev. ………….…………………………………………………………………………………………......... Page11
Gates MacGinitie Reading Test………………………………………………………………………………………. Page17
Wide Range Achievement Test-5……………………………………………………………………………………. Page18
Career Recommendations ……………………………………………………………………………………………… Page19
Initial Interview
Introduction
Today I met with xx and conducted her initial interview. She is a twenty-one-year-old female who is a current full-time student at Wright State University. Currently her focus is on obtaining her bachelor’s degree in Rehabilitation Services with the plan of graduating in XX of XXXX. XX currently works at the Admissions Desk in the Student Union. Upon my initial encounter with XX has an incredibly sweet demeanor and appears very focused on completing her goals and staying on track.
Background Information
xx grew up in XXXXXX, a small town just outside of Springfield, Ohio where she is the oldest of three sisters. Her parents separated when she was in third grade however both her mother and father are remarried and maintained a very stable life for her. Mother, Step Father and her Step brother all have great jobs at Honda, allowing XX. to stay on her mother’s private insurance until the age of twenty-three. XX graduated from XXXX High School in 2016 earning her High School Diploma. While in High School XX worked at many local pizza shops, and at The Kettering Recreation Center during the summers. Client continues to work at The Kettering Recreation Center while on her summer breaks here at Wright State. She has struggled with XXXXX throughout her life, she currently attends XXXXXXXx to help deal with life’s stressors.
Current Status
XX is a current full-time student at Wright State University working on her bachelor’s degree in Rehabilitations Services. She lives on campus and is a member of the XXX sorority. XX is also employed here on campus at the Admissions Desk part time to support her lifestyle, while her family pays for her schooling, room and board. Currently has no transportation issues, she owns her very own car and can get to the places she needs to go. She is currently on track to graduate with plans to attend graduate school for school counseling, to fulfill her dream of working with children.
Presenting Problems/ Needs
While XX is currently on track with obtaining her bachelor’s degree and continuing to Graduate School, in hopes to become a school counselor. She is currently in the process of completing her undergraduate program. XX still has a few more semesters of classes and then her internship. She is unsure of where she wants to complete her internship at this time. Before completing her Undergrad, she plans to try and excel in more leadership roles, breaking out of her comfort zone and to build her resume. Once completed she will then need to apply for Graduate School, again she is not sure where she will get her master’s however is strongly considering Wright State due to her involvement in campus life.
Summary and Recommendations
Based on the information gathered during the initial interview process, our agency makes the following recommendations for next steps:
Administration of Assessments to establish, explore and measure her abilities achievements, potential, interest, values, personality and career decision inventories. The assessments that will be administered include:
1. Differential Aptitude Test for Personnel and Career Assessment
2. SDS Self-Directed Search
3. COPSystem, rev.
4. Gates MacGinitie Reading Test, Level AR, Forms S & T
5. Wide Range Achievement Test- 5
Differential Aptitude Test Personal and Career Assessment (DAT)
The Differential Aptitude Test (DAT) measures one’s aptitude or potential ability to acquire needed skills in different areas. The use of DAT will assist in predicting success in training programs as well as in overall job performance. The score received will indicate strengths and weaknesses in the following areas: Verbal Reasoning, Numerical Reasoning, Abstract Reasoning, Mechanical Reasoning, Space Relations and Language Usage. Below Is a description of each subtest, found in the DAT manual as well as a brief list of occupations associated with strengths in each subtest.
Table 1.1
|
Subtest |
Description |
|
Verbal Reasoning |
Ability to identify relationships between words in the form of verbal analogies, in positions requiring higher order thinking skills. Law, Education and Business. |
|
Numerical Ability |
Understanding of numerical relationships and in handling numerical concepts. Mathematical Reasoning. Engineering and Carpentry. |
|
Abstract Reasoning |
Drafting, Computer Programing, and Engineering. |
|
Mechanical Reasoning |
Ability to understand basic mechanical principles of machinery, tools and motion. Engineering, Carpentry, and Machine Operation. |
|
Measures ability to identify unfolded three-dimensional shapes and put them back together again in original or rotated form. Engineering, Art, Design, and Carpentry. |
|
|
Language Usage |
The ability to detect errors in grammar, punctuation, spelling, and punctuation. Journalism, Law, and Business |
Table 1.2 DAT Results for XX
|
Subtest |
Raw Score |
# of Questions |
Percentile |
Stanine
|
Stanine Average |
|
Verbal Reasoning |
5 |
30 |
3% |
1 |
5 |
|
Numerical Ability |
10 |
25 |
25% |
4 |
5 |
|
Abstract Reasoning |
17 |
30 |
20% |
3 |
5 |
|
Mechanical Reasoning |
27 |
30 |
30% |
4 |
5 |
|
Space Relations |
20 |
30 |
35% |
4 |
5 |
|
Language Usage |
22 |
30 |
60% |
6 |
5 |
*Average Stanine is 5 on a scale 1-3 being below average and 7-9 being above average
Summary
Based on the results illustrated above, XX scored at the average range for most of the subtests. An above average score of six was reported as her highest score and was obtained in the Language Usage Subtest. Indicating that XX has a strong ability to detect errors in grammar, punctuation, spelling, and punctuation. XX scored an average score of four in three areas; Numerical ability, meaning she understands numerical relationships and facility in handling numerical concepts as well as in mathematical reasoning. Mechanical reasoning, meaning she has the ability to understand basic mechanical principles of machinery, tools and motion. Lastly in space relation, meaning she has the ability to identify unfolded three-dimensional shapes and put them back together again in original or rotated form. XX received below average scores in the areas of verbal reasoning, and abstract reasoning. Indicating that her weakness is with understanding and recognizing relationships in things other than numbers, words and patterns.
Based on the given results XX would be successful in career fields that focus on her strength in Language usage, followed by fields that include the use of her numerical ability, mechanical reasoning, as well as her ability to visualize. There a number of possible career options identified by the Differential Aptitude Test, that pair well with a strength in language usage. Based off of the results, client’s initial interview, and further discussion of clients results, writer would recommend a career in the following fields for XX: Education, Journalism, Art, and Business.
Upon analysis of results, XX seemed rather surprised. During the testing process XX reported to feel good about her answers, in how she answered the questions, as well as in her speed. XX did report struggling right after completing the Verbal Reasoning Subtest, which was clearly reflected in her results. The Mechanical Reasoning Subtest was reported difficult by client as well, however ended up being one of the clients highest scores! Upon further discussion of potential career options identified with the DAT, XX seemed very interested in her new found strengths and exploration of new occupational doors opened. Careers in Journalism, Art and Business were not initial occupational daydreams for the client, however XX seemed highly intrigued in further exploration of each field.
Self- Directed Search
The Self-Directed Test allows an individual to explore and learn more about themselves and the career options that meet their interest, abilities, and personalities. Completing the SDS provides a starting point for successful career planning and opens the door to reassure and explore career options that meet your needs. The results of the SDS can be loosely summarized into six different categories based off the John Holland theory; that because both people and work environments can be classified into the same categories, when explored and discussed, the outcome will be the most satisfying overall. The six categories of John Hollands theory are listed below (Table 2.1).
Table 2.1
|
Personality |
Description |
|
Realistic (R) |
Realistic types like realistic careers. Usually have mechanical and athletic abilities, enjoy working outside and with tools or machines. Realistic type tends to like working more with things than with people. Mechanical engineer, landscaper auto mechanic, electrician, farmer, cook. |
|
Investigative (I) |
Investigative types like investigative careers. Usually have math and science abilities and like to work alone. Often Investigative types like to explore, problem solve and understand things and events rather than persuade others. Biologist, surgeon, veterinarian, pilot, medical technician, or anthropologist. |
|
Artistic (A) |
Artistic types like artistic careers. Usually have artistic skills, enjoy being creative and original. Often have a great imagination and like to work with creative ideas and self-expression. Writer, composer, musician, dancer, stage director, interior designer, public relations. |
|
Teacher, Counselor, nanny, librarian, psychologist, nurse, speech therapist, religious worker, social worker. |
|
|
Enterprising (E) |
Enterprising types like enterprising careers. Usually has leadership and public speaking abilities and is interested in money, politics and influencing people. Often you will find type E persuading or directing others more than doing scientific or more complicated work. Business executive, buyer, sports promoter, television producer, salesperson, travel agent, supervisor, manager. |
|
Conventional(C) |
Conventional types like conventional careers. Usually has clerical and math abilities, enjoys working indoors and organizing things. Often like to follow the rules, meet clear standards, and orderly routines. Tend to avoid situations with unclear directions. Bookkeeper, financial analyst, cashier, accountant, proofreader, banker, secretary, tax broker, radio dispatcher, or inspector. |
John Hollands Hexagon
|
Highest Score
|
Second Highest |
Third highest |
The Holland hexagon is used to show similarities and differences among the six personality types. The sections next to each other are the most similar and the section opposite tend to be the most different. For example, Social and Artistic types tend to have similar interests and abilities while social and realistic types tend to have opposite interests and abilities.
Once you complete the Self-Directed Test your scores will reflect a three-letter summary code. This code is known as the RIASEC model and each code corresponds to occupations listed and described in the Occupational Information Network (O*NET) database. A Summary Code is a way to organize information about people and occupations. It can be used to locate suitable occupations to consider.
Results
Table 2.2 XX Self-Directed Search Score Summary
|
SDS Profile |
Realistic |
Investigative |
Artistic |
Social |
Enterprising |
Conventional |
|
Activities |
2 |
4 |
7 |
11 |
7 |
3 |
|
Competencies |
1 |
5 |
2 |
14 |
11 |
9 |
|
Occupations |
0 |
0 |
0 |
8 |
6 |
3 |
|
Self-Estimates PART 1 |
1 |
2 |
4 |
6 |
5 |
3 |
|
Self-Estimates PART 2 |
1 |
3 |
2 |
7 |
5 |
6 |
|
Total Scores |
5 |
14 |
15 |
46 |
34 |
24 |
XX Summary Code
|
Highest Score S |
2nd E |
3rd C |
Occupational Daydreams of XX
|
Occupation |
Code |
||
|
School/Guidance Counselor |
S |
C |
E |
|
Occupational Therapist |
S |
R |
E |
|
Nurse (RN) |
S |
I |
A |
|
Dentist, Public Health |
I |
R |
E |
|
Dental Hygienist |
S |
A |
I |
|
Teacher, Elementary School |
S |
E |
C |
Summary
Based on XX’s score summary client was given a summary code of SEC, indicating that XX scored highest in the Social personality type, followed by Enterprising and Conventional types. XX Summary Code falls perfectly in line with our initial interview, and with her occupational daydreams discussed at the beginning of the SDS test!
Upon completion of the SDS writer and client have further discussed and explored all the summary code combinations and occupations associated with each. We generated a list of similar codes and compared the results to her occupational daydreams. Then generated a list of possible career choices and examined potential satisfaction form each occupation including the educational requirements. We discussed how Social types like social careers. Usually like to be around other people and are interested in how others get along. Social types enjoy helping others with their problems and tend to enjoy teaching and counseling people more than engaging in mechanical or technical activity.
XX felt very confident in her results and eager to continue exploration. Her initial reaction to a strong score in Enterprising was a bit surprised, because one of her goals established in our initial interview was to increase her confidence in herself and to explore more leadership roles! XX was excited to be on the right track in her initial goal evaluation an was thrilled for our idea to engage in assessments.
Possible occupations discussed for XX that require a strong social score, are social worker, counselor, academic advisor, teacher, psychologist, nurse, and speech pathologist. As mentioned, education requirements were evaluated for each and XX is currently on her way to achieving her occupational goals.
COPSystem Rev. (COPS, CAPS, & COPES)
The COPSystem is a series of assessments designed to help an individual identify one’s career interests. Awareness is explored through clustering jobs with highly similar tasks and activities. The COPS Interest Inventory is comprised of three separate subtests; COPS, COPES, and CAPS. The results from each test are then compared and explored to determine which careers best fit with and individuals’ interests, values and abilities. Upon completion and examination, the three factors (interests, abilities, and values) should, line up or overlap to reveal the occupations that most match the individual’s interests, values, and abilities.
COPS, measures an individual’s interests in tasks and activities. The main focus is on someone’s likes and dislikes in specific tasks and activities preformed in different career fields. The results are then used to establish an individual’s top three scores/interests to narrow down, locate and explore possible career options within the fourteen different Career Clusters listed below.
COPS -John Hollands 14 Career Clusters Descriptions
· Science, Professional - Involves responsibility for planning and conducting research. Includes collecting and applying systematic accumulation of knowledge in branches related to mathematics, medical, life, and physical science.
· Science, Skilled - Involves observing and classifying facts in assisting in laboratory research and applying the information in the fields of medicine, life and physical sciences.
· Technology, Professional - Involves responsibility for engineering and structural design in manufacturing, construction or transportation of products or utilities.
· Technology, Skilled - Involve working with one’s hands in a skilled trade concerned with construction, manufacturing, installation, or repair of products in fields related to construction, electronics, and mechanics.
· Consumer Economics - Involving the preparation and packaging of foods and beverages. Also includes the production and care of clothing and textile products.
· Outdoor - Involves activities primarily preformed outside. This includes growing and tending to plants animals and the cultivation and gathering of crops and natural resources. Related to the areas of agriculture and nature, as in forestry, park services, fishing, and mining.
· Business, Professional - Involves positions of high responsibility in the organization, administration and efficient functioning of businesses and governmental bureaus. Involve finance, accounting, management, and business promotion.
· Business, Skilled - Involves sales, promotion, and marketing. They also include financial aid and organization activities of businesses.
· Clerical - Involves recording, posting and filing of business records requiring great attention to detail, accuracy, neatness, orderliness, and speed. They include office work and contact with customers in keeping records.
· Communication - Involves language skills, the creation or interpretation of literature, or in the written and oral communication of knowledge and ideas.
· Arts, Professional - Involves individualized expression of creative or musical talent. They include the fields of design, fine arts and performing arts.
· Arts, Skilled - Involves application of artistic skill in the fields of photography, graphic arts and design.
· Service, Professional - Includes positions of high responsibility in caring for the personal needs and welfare of others in fields of social service, health and education.
· Service, Skilled - Involves providing services to persons and catering to the tastes, desires and welfare of others in fields of personal service, social and health related services, and protection and transportation.
Source: COPSystem Comprehensive Career Guide 2018. Pages 5-11.
COPES, focuses on an individual’s values in the workplace. This assessment requires the individual to decide between two statements which one best describes their own values, and what they consider to be important in their work and activities. Results are then used against one another to evaluate which values the individual finds more important than the other. Each work value is assigned a letter, the three highest scores then correspond to a three-letter code listed beside each career group. The individuals three letter codes are then used to narrow down even more, locate and explore possible career options in Hollands Clusters.
CAPS is an assessment that measures an individual’s ability to complete tasks and activities. This assessment is used to measure ability, strengths and weakness of an individual in relation to the eight primary abilities listed below (Table 3.1). Scores from the eight groups are then used to predict success in future occupational endeavors using the Holland Career Clusters as part of this assessment as well. The results compare an individual’s current abilities to the abilities required of the jobs and descriptions listed in Hollands fourteen Clusters. Results then indicate weather or not an indivdual will be successful in their ability to complete tasks associated with the job’s description.
Table 3.1 CAPS Eight Primary Abilities Descriptions Source: COPSystem Comprehensive Career Guide, 2018
|
Primary Ability |
Description |
|
Mechanical Reasoning (MR) |
Measures ability to understand mechanical principles and devices as well as the laws of physics. |
|
Spatial Reasoning (SR) |
Measures ability to identify unfolded three-dimensional shapes and put them back together again in original or rotated form. |
|
Verbal Reasoning (VR) |
Measures ability to reason with words and fully understand and use concepts expressed with words. |
|
Numerical Ability (NA) |
Measures ability to reason with and use numbers to work with mathematical ideas and data. |
|
Language Usage (LU) |
Measures ability to recognize and use correct grammar, and punctuation. |
|
Word Knowledge (WK) |
Measures ability to understand the meaning and precise use of words. |
|
Perceptual Speed and Accuracy (PSA) |
Measures ability to perceive small details rapidly and accurately within a mass of letters, texts, numbers and symbols. |
|
Manual Speed and Dexterity (MSD) |
Measures ability to rapidly and accurately make hand movements.
|
Results
Table 3.2 COPS Interest Inventory Results
|
COPS Career Interests |
Score (out of 27) |
Percentile |
|
Science, Professional |
5 |
30 |
|
Science, Skilled |
9 |
40 |
|
Technology, Professional |
9 |
65 |
|
Technology, Skilled |
7 |
63 |
|
Consumer Economics |
15 |
75 |
|
Outdoor |
8 |
40 |
|
Business, Professional |
9 |
37 |
|
Business, Skilled |
11 |
50 |
|
Clerical |
16 |
67 |
|
Communication |
9 |
43 |
|
Arts, Professional |
11 |
50 |
|
Arts, Skilled |
18 |
70 |
|
Service, Professional |
20 |
60 |
|
Service, Skilled |
14 |
75 |
*highest scores in bold
COPS Interests Inventory is based off a 27-point scale where 0 is the lowest possible score that can be given while 27 is the highest. All COPS Interest scores are listed in table above, all scores were discussed summary is noted at the end. Top three are indicated above in bold.
Table 3.3 COPES Work Value Score Summary
|
Value |
Score |
Value |
|
Investigative -A |
2 |
Accepting* -I |
|
Practical- B |
5 |
Carefree*-J |
|
Independent -C |
1 |
Conformity*-K |
|
Leadership-D |
3 |
Supportive-L |
|
Orderliness*-E |
8 |
Flexibility -M |
|
Recognition-F |
1 |
Privacy*-N |
|
Aesthetic- G |
1 |
Realistic*- O |
|
Social*-H |
5 |
Reserved- P |
Values favored by XX are indicated by a *. XX top three values are highlighted.
Table 3.4 CAPS Ability Score Summary
|
CAPS Ability Profile |
Abilities |
Score |
Total # |
% |
Stanine* |
Percentile |
|
Spatial Reasoning |
SR |
11 |
18 |
61% |
6 |
68 |
|
Verbal Reasoning |
VR |
13 |
28 |
46% |
5 |
50 |
|
Language Usage |
LU |
16 |
30 |
53% |
5 |
50 |
|
Manual Speed and Dexterity |
MSD |
252 |
532 |
47% |
5 |
50 |
|
Numerical Ability |
NA |
8 |
24 |
33% |
3 |
17 |
|
Word Knowledge |
WK |
22 |
56 |
39% |
3 |
17 |
|
Perceptual Speed and Accuracy |
PSA |
79 |
150 |
52% |
3 |
17 |
|
Mechanical Reasoning |
MR |
3 |
20 |
15% |
2 |
8 |
*Stanine scores on a scale of 1 (lowest) – 9 (highest).
CAPS Stanine Score SummaryCAPS Ability Career Profile
Interest, Values, and Ability Summary Profile for XX
*information found on pg.2 of the COPS Comprehensive Career
Summary
XX did very well overall on all assessments, XX was very eager to get started on the assessments she was ready to examine the results and explore the opportunities. XX Started with the COPS Interest Inventory and once the directions were given, she seemed to have no issues! XX would occasionally make comments, remarks, or just giggle at some of the tasks and activities listed. Upon completion and scoring, the results for the COPS Inventory were as follows. XX scored her highest score of an 18 in the Arts, Skilled falling in the 70th percentile, a score of 15 was given in Consumer Economics placing XX in the 75th percentile and received her third highest of score of 14 in Services, Skilled cluster falling in the 75th percentile again. We then took the time to explore each of these clusters and related profession in each. A few occupations that seemed to particularly peak XX interest were mostly in the Service, Skilled cluster, which aligns well with all testing and interviewing thus far. Please note all scores are illustrated above in results section.
XX then took the COPES Values assessment. Client was given directions and then began, XX seemed to get stuck on a few of the questions in this assessment taking a bit more time to ponder than others however completed the assessment with no issues. Writer then scored the test, analyzed and discussed the results with client. All scores for COPES Values test are again illustrated above in the Results section. Upon analysis, we discovered XX favors careers where there is order, where she can work under careful supervision, while keeping activities private. However, an accepting environment that allows XX to have clear-cut activities where she can see concrete results of their work with a low need to solve complex problems. After further discussion with XX on results, an evaluation of the table and the values all together as a whole seem to be reflective of XX as a person. When examining the highest scores in detail and discussing each values description, it has been determined that XXs results are not too supportive of her current career choices. With her current occupational daydream of being a school counselor, conflict could rise in required daily tasks of this career choice and XXs value results. However, there seems to be a real strength in the Skilled Sciences and the clerical occupational clusters. Skilled Science is not her first choice it could be a good back up or part time option causing XX little stress and a good one to juggle with her goal of continuing education.
CAPS Abilities was the last section administered. XX was ready to complete the last section analyze the results and evaluate the test results as a whole to establish and hopefully solidify her career planning thus far, especially after her expressed concern of the previous assessment results. XX was given directions and upon hearing that each section would be timed, she expressed concern. Writer assured XX. that the time constraint should be no cause to worry, that she had plenty of time to focus and complete each required task. We both took a deep breath and then proceeded with the eight sections. Assessment was completed and results were scored. All scores for the CAPS Ability test are illustrated above in the Results section. Results indicate she in fact does have the ability to complete her current intended career plan.
Gates-MacGinitie Reading Test, Level AR Forms S & T
The Gates-MacGinitie Reading Test is used to measure and individual’s reading achievement level, vocabulary and reading comprehension. There are two sections to this assessment, Vocabulary and Comprehension. The Vocabulary test is 45 questions with a 20-minute time limit that measures and individuals word knowledge. The Comprehension test has a time limit of 35-minute time limit measuring one’s ability to read and understand different types of passages. The Results are then broken down into the Raw Scores, Normal Curve Equivalent (NCE), Percentile Rank (PR), Stanine Scores, Grade Equivalent (GE), and Extended Scale Score (ESS).
Results
Gates-MacGinitie Reading Test Results for XX
|
|
Raw Score |
NCE |
Percentile Rank |
Stanine |
Grade Equivalent |
ESS |
|
Vocabulary |
29 |
41 |
41 |
5 |
11.0 |
552 |
|
Comprehension |
45 |
90 |
97 |
9 |
PHS |
638 |
|
Total |
74 |
65 |
76 |
6 |
PHS |
587 |
*PHS=Post-High School
Summary
XXs results show that Client has an excellent ability to understand and comprehend information scoring in the 97th percentile for the comprehension subtest. Her placement in the 41st percentile in the Vocabulary Subtest demonstrates that while she is still at an average ability, client may benefit from some vocabulary training. Overall, XX shows that she has more than enough potential to be successful in occupations requiring amounts of time devoted to reading. Her ability to read and comprehend will assist her in success when placed in occupations that require that require this as a strength.
Wide Range Achievement Test- 5 WRAT
The Wide Range Achievement Test was designed to test an individual’s ability to read words, comprehend sentences, spell, and solve mathematical problems. Scores are based off of performance levels: Extremely Low, Very Low, Low Average, Average, High Average, Very High, an Extremely High. Individuals are then given four subtests to measure their ability in each. Assessment results are used to find learning disabilities for all ages, as well as expose strengths and weaknesses in each area.
WRAT5 Subtest Descriptions Table
|
Subtest |
Description |
|
Word Reading |
Measures unlimited letter identification and word recognition. The test taker reads aloud a list of letters and words. |
|
Sentence Comprehension |
Measures ability to identify the meaning of words and to comprehend the ideas and information in a sentence. Each item requires the teste taker to read aloud or silently, a sentence with a word missing. The teste taker was then to say a word that best completes the sentence. |
|
Spelling |
Measures an individual’s ability to write letters and words from a verbal spelling test style (without a time limit). |
|
Math |
Measures ability to count, identify numbers and solve math problems with a time limit. |
Results
WRAT5- Score Summary
|
Subtest |
Raw Score |
Standard Score (Based on Age) |
Confidence Interval (90%) |
Percentile Rank |
Stanine |
Performance Level |
|
Word Reading |
58 |
97 |
91-103 |
42 |
5 |
Average |
|
Spelling |
43 |
100 |
93-107 |
50 |
5 |
Average |
|
Math Computation |
41 |
94 |
87-107 |
34 |
4 |
Average |
|
Sentence Comprehension |
43 |
100 |
92-108 |
50 |
5 |
Average |
|
Reading Composite |
101 |
55 |
49-61 |
.1 |
1 |
Extremely Low |
WRAT5 Standard Score Chart
Summary
Illustrated above are the results for XX and her completion of the WRAT5 Achievement Test. Client scored at an average range for all of the subtest categories except for her Reading Composite Score, which reflects an extremely low result. With that Being said, her measured ability to identify and comprehend meanings and information when given verbally and orally is at on track with average results. Her spelling and math scores also reflect average ability. Demonstrating Average scores reflect that XX has the ability to do whatever she puts her mind to. With her strengths in drive and organization paired with her ability and supports XX writer believes XX will be successful in any occupational field she ends up in, and that her Extremely Low score in Reading Composite will not hinder her ability, due to her previously documented results reporting one consistent strength is in reading comprehension.
Career Recommendations
XX’s overall results illustrate that she will be successful in anything that she puts her mind to! During the Initial Interviewing Process XX indicated that she has a great interest in working as a school guidance counselor and has a great passion to work with children. XX appears to be a current committed student, dedicated to reaching her goals. By creating and accomplishing her goals one step at a time. Also appears to know necessary steps to follow to stay on track to complete her undergraduate program. XX remains in contact with her advisors and has a strong support group. In completing the Above assessments and engaging in numerous discussions and reflection, XX has fulfilled her goal of further exploring and discovering occupations that align with her interests, abilities, values, and goals. After analyzing results thoroughly, a conclusion has been made to reflect the following:
XX would be successful in career fields that focus on her strength in Language usage, followed by fields that include the use of her numerical ability, mechanical reasoning, as well as her ability to visualize. XX’s three-letter score of SEC, indicates that she would thrive in a social, enterprising or conventional based career. All of XX’s occupational daydream fall into those categories, supporting that XX will be a good fit for the career path she is currently on. Her Vocabulary and Comprehension scores reflect that XX will do just fine in areas that involve any amount of reading and comprehending materials. The assessment results also indicate that XX can handle and be successful in any post-secondary educational requirements needed to obtain career of her choice. There a number of possible career options identified by the given assessments, that pair well with all of XX’s illustrated strengths. Based off of the results, client’s initial interview, and further discussion of clients results, writer would recommend a career in the following fields for XX:
Education, Journalism, Business, Skilled arts and services, Consumer Economics, Clerical, or as a Service Professional. School Guidance Counselor, Occupational Therapist, Nurse, Teacher, Social Worker, Academic Advisor.
Writer recommends that XX. conduct a few informational interviews, observe, volunteer or intern to further explore her top three career choices of, School Counselor, Social Worker, Occupational Therapist. These recommendations will help to ensure these are in fact areas of interests and allow XX to gather more information not found in a book. XX has almost completed her Bachelor’s Degree and should begin researching graduate programs and there requirements.
Report Preparation:
Career Assessment Specialist
April 30th, 2019
__________________________
CAPS Stanine Scores
Stanine Scores
Mechanical Reasoning Spatial Relations Verbal Reasoning Numarical Ability Language Usage Word Knowledge Perceptual Speed and Accuracy Manual Speed and Dexterity 2 6 5 3 5 3 3 5
CAPS Career Profile
Score Science, Professional Science, Skilled Technology, Professional Technology, Skilled Consumer Economics Outdoors Business, Professional Business, Skilled Clerical Communications Arts, Professional Arts, Skilled Services, Professional Services, Skilled 27 22 19 16 19 13 19 14 19 16 19 16 16 21 Percentile Science, Professional Science, Skilled Technology, Professional Technology, Skilled Consumer Economics Outdoors Business, Professional Business, Skilled Clerical Communications Arts, Professional Arts, Skilled Services, Professional Services, Skilled 20 15 19 20 19 35 20 15 19 30 40 21 30 30
Summary of the Career Occupational Prefrence System
Total Score =(Interests1 + Abilities2 + Values3)
Science, Professional Science, Skilled Technology, Professional Technology, Skilled Consumer Economics Outdoor Business, Professional Business, Skilled Clerical Communication Arts, Professional Arts, Skilled Service, Professional Service, Skilled 5 9 9 7 15 8 9 11 16 9 11 18 20 14
WRAT5 Standard Score Profile
Word Reading
97 Spelling
100 Math Compulation
94 Sentence Comprehension
100 Reading Composite
55
Self-Directed Search (SDS)- Summary Code Scores
Sales
Realistic Investigative Artistic Social Enterprising Conventional 5 14 15 46 34 24
