KUDER OCCUPATIONAL INTEREST SURVEY PDF

Description of Test The Kuder General Interest Survey is an interest inventory created to measure a person’s interests in occupational fields of study. KOIS was . Items 1 – 39 of 39 The Kuder Occupational Interest Survey (KOIS; published by National Career Assessment Services) is a self-report measure of vocational. Discusses the utility, validity, and reliability of the Kuder Occupational Interest Survey, Form DD (KOIS-DD). The instrument is designed to help high school and .

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Kuder Occupational Interest Survey

Documents Flashcards Grammar checker. KOIS was originally developed in response to a need for an instrument to be used with younger people, particularly the junior high or middle school level.

The inventory evolved from a series of Kuder vocational interest inventories. The vocabulary used in the survey is written at a sixth grade reading level. Outdoor -preference for activities outside, usually dealing with plants or birds; i. English teacher, poets, editors Musical- interests in concerts, singing, playing an instrumentreading about music and musicians; i.

This is a common questions in guidance and counseling circles.

Darley and Hagenah concluded that claimed interests have somewhat less permanence than measured interests. He found that claimed interest emerge more from different causal factors prestige, family pressure aspiration levels than do measured interests.

Development of Test The Kuder General Interest Survey has evolved from a series of Interes vocational inventories published over a period of 50 years.

Form A-Experimental interest blanks of 40 items with 5 descriptions were given to Ohio State University students, yielding preferences. Internally consistencies were selected for core items and there was an attempt to balance occupationl and negative correlations, resulting in some scales being dropped.

Form B-Given to same college students who had filled out the first record so results could be correlated. More items were included, but the test was revised so there would be no increase in time required to occupatoinal out the form.

Form C-An exploratory study was conducted, and a reliable scale was developed to measure Outdoor interests. A Verification scale of responses that almost everyone selects was developed by a hypothesis-based rationale regarding how and why subjects answer the survet they do, which was found to correlate to social desirability.

Form E-Responses of younger people tend to be less reliable, so the construction of longer scales were necessary for this age group.

Psychology graduate students wrote sets of easier items, and anything above 5 th grade difficulty were revised. Form C was given twice with 3 weeks between administrations to 7 th graders who marked words and phrases they found difficult. An experimental edition of items was given twice 4 weeks between to 7th graders.

Repeat reliabilities were obtained for males and females, and the SRA Reading-Ease Calculator was used to check the level of difficulty. Correlations between Form E and C were established kjder giving the tests to 81 males and 92 females in the 10 th grade.

Suggested Settings The Kuder General Interest Inventory can be administered in a variety of settings, but it has been developed to be tied into a general schoolwide testing program and related to the identification of abilities or aptitudes in and the evaluation of achievement whenever possible.

Kuder Occupational Interest Survey – SAGE Research Methods

Suggestions for individual or group test settings include, but are not limited to: Although the Survey is fitted with ocupational vocabulary at approximately the sixth-grade level, words that the student or counselee does not understand may be explained.

Therefore, the test is suited for most academic and ability levels, including the Special Education and ESL populations in American schools today. Description of the sample A total of 13, students in 76 elementary, middle, junior and senior schools from 45 cities in 18 states participated during the one year period. Intersst of occupational by gender and age: A provision for separate norms for each sex is intended to minimize whatever sexual bias attaches to the assessment of interests by this instrument.

Although updated norms have been developed for the KGIS, the core of the Survey remain unchanged in content and scoring method. Males tend to have a wider range of V scores than females. Students in grades 6 to 8 have a wider range than those is grades 9 to These findings are similar to the ones found by the standardization sample. Relevant Psychometrics Occupatjonal and Standard Deviations For scores in the 10 interest areas for each sex from contrasted with vary from almost negligible artistic to substantial for areas that traditionally show great sex differences mechanical, clerical, social service.

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While there are small differences between the mean scores on the interest areas for the two grade groups, the overall levels are remarkably stable as the students mature. Relevant Psychometrics Scale Intercorrelations Scale correlations for Grades and range from a. Relevant Psychometrics Reliabilities Test-retest reliabilities of the scale scores were obtained from samples of junior and senior high students, retested, on average, within a 2 week period.

Correlations primarily in the 70s and 80s are higher for senior high than junior high students. The lowest test-retest correlations in the junior high sample tend to be those for scales for which the interest areas are opposite the stereotypical interest areas for the respective sexes i. Reliabilities are not given for the Verification score because this scale was developed for the purpose of discriminating between homogeneous groups, rather than for differentiating within groups on strengths of interests.

Relevant Psychometrics Studies of Validity R. Mooney used the Survey to discriminate between the vocational preferences of high school females. He found that the analysis of variance applied to the 10 scales gave significantly different interest patterns among the 8 classes of vocational preference, irrespective of grade level.

Shann lead a similar statistical undertaking with high school boys. It was his attempt to discriminate between seven groups of vocational males, classified according to the trade for which they were studying.

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Shann was unable to discriminate between the groups within their interest scales, suggesting that the criterion groups were probably confounded by the heavy content of mechanical interests in all of them. In another study of the congruent validity of the Survey with the California Occupational Interest System, 87 male and 90 female 8th graders were tested with both inventories.

Hand Scoring — Users plot their scores on a profile that converts intereat scores to percentiles for the appropriate sex and age range. Occupafional two page explanatory leaflet accompanies the profile. This describes the scales and gives instructions on how to use the results. The first section of the report occupatinoal messages that in response to the V score of number of unmarked triads.

This tells the client about the confidence which kudet be placed on the test. The second section ranks and orders the ten vocational interest scales according to their percentile scores for both male and female norms. A computer developed graph displays in which category of interest high, average, low the responders fall. Uses of Test Scores Test scores provide information for clients or students about their college major, career and occupational interests.

The reports provide a guide for clients or students in the following areas: Upper elementary, middle or junior high occupationsl — helps them decide on middle and high school classes, helps them define graduation track, aids them in deciding on extra-curricular activities High School Students — many high school students may have examine their interests before and this provides a chance for them to consider interests again, help them explore after high school plans: Holland indicated which of the Kuder scales he considered equivalent to his six personality types.

It is, however, written at a eurvey grade reading level.

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Classroom Teachers – Teachers might use the survey to gage interests of students in their class. A teacher may administer the test to an entire class and help interpret feedback individually. It also helps interewt have occupatiohal idea of what careers to focus on studying depending on majority interests of students. Counselor — Counselors may use this survey with individual clients. The survey might be used as a tool with clients who are unsure of school or career choices.

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The survey may help counselor highlight specific programs for students or clients based on interests. Having occupwtional education and career plan in place can improve education and career satisfaction Employers — The survey can be used to find better job satisfaction for employees. If a company is downsizing, the survey can be used to help displaced workers find new, satisfactory positions.

He should proceed to draw the student out as to his own kuded. Valid interest inventories should be used to stimulate discussion of occupational exploration and information gathering. In the last two additions, the Kuder Occupational Interest explanatory leaflet accompanies the narrative score report.

Counselors can then add additional worksheets or reference materials. Although professional guidance is encouraged and is helpful during the post-test reporting period, the student or counselee is now much less dependent on direct counselor intervention than in the past.

Moving from Vocational Interests to Career Exploration: The test can be self-administered and the results are fairly easy to interpret. The test provides concrete feedback for partisans in forms and print-outs. Technologically, the inventories have evolved from hand, to machine, to on-site scanning and computer-based scoring.

Paper versions, computer disk version and online versions are available to users Zytowski, Test Weaknesses The test should not be used alone as a sole basis for academic or career choices, as it is only intended to be used as a part of a comprehensive exploration program that will provide students and counselees with a foundation for making the many varied important decisions that compose careers at appropriate points in their lives, and does not reflect aptitude or ability in career areas.

Lampe found significant counting errors on all 10 interest scales as well as on the V scores and sizable errors in the raw score when the scores of 8th grade students were computed and profiled by the students themselves. Lampe concluded that the Survey should be administered by a trained and knowledgeable professional who can make sure that students are responding correctly and have ample time, and that students should also receive professional guidance when interpreting test results.

For example, the Survey was not appropriate when given to Native Americans Epperson and Hammond, Students who come from families who are in a more favored socioeconomic status, they are in a better position to develop artistic or literary interests because of greater opportunity to become acquainted with and participate in such activities.

Conversely, students with a less favored social status are not as likely to develop such interests. Therefore, test results might only reflect identification with various occupational levels and statuses and are not necessarily true vocational interests Hyman Recommendations As is the case with many counseling tools, the Kuder General Interest Survey should be used in cooperation with other strategies.

It is also important to have accurate interoperation of the scores. A male might show high scores on both the mechanical and the social service scales. In such a case, it would probably be a mistake to try to decide from the survey scores that one or the other interests predominates. Instead, a counselor would be best advised to suggest ways that the person could gain more experience with both areas.

Accurate interpretation of scores is crucial on the part of the counselor in this situation. It is also important that the client ssurvey encouraged to take part in experiences related to both interest areas. A conversation between the client and counselor should take place so that a true understanding of results can be found.

Many school corporations opt to purchase an annual site license cost varies. Where… Individuals students, parents, etc. National Career Assessment Services, Inc. Box Adel, Iowa Tel: Use of interest inventories with Native Americans: A case for local norms.

Journal of Counseling Psychology,