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Career assessment interview - a career assessment interview with a trained career counselor or a psychologist who is trained in career counseling can be crucial in helping to integrate tests results into the broader context of the individual's passions, personality, culture and goals.
Scores on 244 Occupational Scales which indicate the similarity between the respondent's interests and those of people working in each of the 122 occupations. Scores on 5 Personal Style Scales (learning, working, leadership, risk-taking and team orientation). Scores on 3 Administrative Scales used to identify test errors or unusual profiles.
Illinois and Michigan have made ACT WorkKeys exams part of their state high school graduation requirements. Starting in 2001, two ACT WorkKeys tests, Applied Mathematics and Reading for Information, became part of the Prairie State Achievement Examination for all 11th graders in Illinois, along with the ACT Test.
The ASVAB was first introduced in 1968 and was adopted by all branches of the military in 1976. It underwent a major revision in 2002. In 2004, the test's percentile rank scoring system was renormalized, to ensure that a score of 50% really did represent doing better than exactly 50% of the test takers.
NOCTI originated in 1966 funded by a grant from the US Commissioner of Education to Rutgers University in Newark, New Jersey. [1] Due to the lack of vocational technical (currently referred to as career and technical) educators, a consortium of states was identified to develop assessments that would validate knowledge and skill sets of individuals coming from the workforce working toward a ...
The test of General Educational Development (GED) and Test Assessing Secondary Completion TASC evaluate whether a person who has not received a high school diploma has academic skills at the level of a high school graduate. Private tests are tests created by private institutions for various purposes, such as progress monitoring in K-12 ...
The following standardized tests are designed and/or administered by state education agencies and/or local school districts in order to measure academic achievement across multiple grade levels in elementary, middle and senior high school, as well as for high school graduation examinations to measure proficiency for high school graduation.
Tracey & Rounds criticizes that the conventional models of occupational interest structure do not correctly depict the positional relationship of occupations because they neglect occupational prestige, i.e., "social prestige" or "high socioeconomic status" and proposes a spherical model that assigns occupations to a 3-dimensional space ...