19.4 – Report Assessment Results
Purpose & Context
Career Development Professionals (CDPs) assess clients to inform interventions, following professional and ethical standards regarding the use of assessment and evaluation results. CDPs are accountable for how the results will be used and the protection of client rights. Test results are communicated in a format that ensures client understanding of the meaning and interpretation of results, and how they can support career decisions. CDPs advise clients on the benefits and limitations of test results. Results are released only with the consent of the client or the client’s legal representative, to persons qualified to interpret the data.
Effective Performance
Competent career development professionals must be able to:
- P1. Explain results:
- Use format relevant to context of assessment and client level of understanding
- Summarize results
- Describe norms, raw scores or derived score scales clearly, as applicable
- Explain how to use results to inform decisions, e.g. career decision, developmental needs
- P2. Advise client on benefits and limitations of test results and interpretations:
- Benefits: provide insight on career interests which can better inform career decisions
- Limitations: results are based on self-reporting and may be limited by familiarity with career opportunities
- P3. Apply results to career development intervention:
- Develop exploration strategies based on career interests identified in assessment
- Identify educational programs related to careers of choice
Knowledge & Understanding
Competent career development professionals must know and understand:
- K1. Testing principles and ethical use of tests
- K2. Psychometrics and measurement, e.g. classical test theory
- K3. Descriptive statistics, e.g. frequency distributions, measures of central tendency, measures of variation, indices
of relationships - K4. Scales, scores, and transformations, e.g. types of scales, types of scores, scale score equating
- K5. Reliability and measurement error
- K6. Validity and meaning of test scores
Contextual Variables
Competent career development professionals must be able to perform this competency in the following range of contexts:
Glossary & Key References
Terms
Industry-specific terms contained in the standard defined here, where applicable.
Information Sources and Resources for Consideration
Standards for Educational and Psychological Testing. American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME), 2014.
Test in Print IX. Buros Centre for Testing. Nancy Anderson, Jennifer E. Schuleter, Janet F. Carlson, and Kurt F. Geisinger, 2016.
Context Rating Scales
Criticality
Q: What is the consequence of a professional being unable to perform this skill according to the standard?
Frequency
Q: How frequent and under what conditions is this skill performed?
Level of Difficulty
Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?
Time Required to Gain Proficiency
Q: What is the average length of time or number of repeated events that are minimally necessary for an individual to become proficient in performing the skill to the standard?
A career development professional requires a minimum experience of reporting assessment results to at least 40 clients with varying assessment needs.
Autonomy
Practitioners typically perform this competency without supervision, and alone.
Automation
It is somewhat likely that this competency will automate.