Instructions: You have been asked to help design a career assessment program for your students. What are one or two assessments [formal or informal] you would use with your students? Make one original post and then respond to one classmate’s post. You will make a total of two posts.
71 thoughts on “Assessment Forum – June 2025”
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I would use the formal assessment of a work values inventory. I think it is really important for clients to understand the values they have and how they influence their decisions as well as their overall happiness in their career. I would also likely start with the informal assessment of forced choice since it is such a great ice breaker and allows clients to see ways they compare or differ from their group. I would have this as a circle step in or out, or sides of the room to allow movement. It also allows the career services provider to get an overall read of their clients.
Hi Tyler! I like your idea of using an informal assessment like forced choice as an icebreaker! That sounds like a great way to encourage relationship building within the group, and engage everyone with some discussion/movement, while you as the instructor collect some informal data to help you get to know your clients and plan how to move forward with the session/future sessions.
I really like your idea of using a forced choice activity as an informal assessment and icebreaker. It seems like a great strategy to build connections within the group and spark some discussion and movement. Plus, it gives you a chance to gather helpful insight about your clients, which can guide how you shape the rest of the session and plan future ones.
In my current role, I work as an in-school career coach at the middle-school level. Informal and formal assessments are an integral part of being able to effectively do my job and I use a mix of both every day. I use both kinds of assessments to gauge prior knowledge, measure how effectively I delivered content to students in whole-group lessons, plan small groups and pull-outs with students, make sure students are receiving any relevant and necessary resources they may benefit from, and track student progress. An example of a formal assessment I use is the Career Cluster Interest Survey/Inventory, or the Work Values Survey, both of which help students identify potential career paths based on their interests and values. Examples of an informal assessment can range from things like quick in the moment thumbs up/down check-ins as we progress through a lesson, or forced choice (I look forward to trying out the Holland Party game when we return back to school in the fall), etc. But using a combination of formal and informal assessments allows for me to have a mix of more structured data collection and less structured quick checks so that I can best serve my students.
Hey! Thank you for the great insight. I work as a reentry case manager but also have taken on the role of career service provider/employment specialist and it is amazing to hear what has worked for you within your current position and what kinds of assessments (formal and informal) I can utilize to engage my participants/clients when assisting them with their career search. I have utilized the quick check-in with my participant’s, if I am completing a presentation I have a mood check-in with a bunch of gifs portraying different emotions and have the participants discuss their answer or if it is more one on one I have a smaller mood board that I have participants/clients utilize.
As a career advisor I love your idea of trying the Holland Party game, it’s such a fun way to get people thinking about careers. Using both types of assessments really does make it easier to give people the best guidance possible. quick activities help me see how they’re feeling and what support they need in the moment.
Hi Molly,
I really enjoyed reading your post, especially since we’re colleagues and I’ve seen firsthand how intentional you are with your students. I completely agree with your point about using a combination of formal and informal assessments to get a fuller picture of where students are and what they need. Your use of tools like the Career Cluster Interest Survey and the Work Values Survey is such a smart way to help students connect their personal traits to real-world career paths.
Thank you so much for these examples always great to hear the feedback of others and what they have done to make things work. The concept of the small group lessons and pull outs help out a lot. Small groups help with the engagement of the clients in a group of their peers , Pull outs help with the individual study to be able to help them on a more personal note and then the group work help with the learning part teaching the client’s and educating them. Games and group help with a lot of engagement. Thank you for sharing
I would use a formal assessment like the O*net Interest Profiler to gauge individuals interest and to better understand the participant’s career match based on those interests. I would also utilize the Self-Directed Search where participants are able to match to other career paths based on their specific answers. This would then help individuals explore new potential employment opportunities and encourage participants to be more open. Some informal assessments that I would utilize would be having the participant complete a career values card sort to be to have the participant indicate what is most important in a job for the participant. This would allow myself as the career service provider to obtain more information about the participant that would aid then the career search.
I really like your approach of combining both the O*NET Interest Profiler and the Self-Directed Search (SDS). Both tools are great at helping individuals see connections between their interests and potential career paths—and I agree that the SDS does a great job of opening up new possibilities that someone may not have considered.
I also think your use of the career values card sort is spot on. It’s such a great way to have more personal conversations and understand what truly matters to the participant beyond just skills and interests. Sometimes that values piece is the missing puzzle when it comes to career satisfaction. Overall, your combination of tools really supports a holistic view of the client, which I think is essential for long-term career success.
Thanks for sharing—this gave me some fresh ideas!
I really like your approach! Using tools like the O*NET Interest Profiler and Self-Directed Search is a great way to help people find careers that actually match their interests.
If I were designing a career assessment program for my customers, I would use both a formal and an informal assessment to better understand their interests and personalities. One formal assessment I would include is the Career Coach Survey that we already use here, which is a personality inventory. This tool would help me gain insight into each customer’s personality traits and preferences, which are important for finding careers that align with who they are and what environments they might thrive in. By understanding their personality profiles, I can offer more tailored guidance and help them explore career options that suit their natural strengths and styles.
For an informal assessment, I would use the Knowdell Card Sorts. This tool allows customers to sort cards representing different career values, skills, or interests, depending on the set used. By ranking and sorting these cards, customers can clearly see what is most important to them in a job or what skills they most enjoy using. This hands-on activity helps people reflect on their priorities and makes it easier for me to have meaningful conversations with them about career options that align with their top values or strengths. The Knowdell Card Sorts would be a practical way to engage customers in self-discovery and guide them toward satisfying career choices.
I enjoyed your use of the informal assessment–in conjunction with the formal–to bring a hands-on experience into the mix. As you know and as the text has gone on about, different people learn in different ways. I think your choice of the “card sorts” activity is an excellent one because it covers a lot of our visual and kinesthetic learners in one fell swoop. I will strive to achieve that winning mixture of assessments that raises the majority of the boats in the class so we can see what direction everyone is going down in life.
As an in-school career coach working with middle school students, formal career assessments I use come from Pathful.com. Their assessments are designed for students to explore their interests, skills, and career pathways. Some of the key assessments available include career interest surveys, learning style assessments, and personality-based surveys. These assessments give out occupations based on their response using the Holland Code (RIASEC) or career cluster pathways from the U.S. Department of Education. Using these assessments help to provide data-driven results for a student’s preferences and strengths and how that will tie into a future career pathway.
One of my favorite informal assessments to use with students is a Career Bingo Activity. This activity is engaging and can be done not only during a full class period, but also in small groups.
Hey Dominique,
I loved your response about your use of Pathful, as I have also used It and found it very helpful. I have noticed that students respond well to Pathful, and it’s easy for both of us, as career coaches, and them, as students. The results of these assessments help me understand the group of students that I am currently working with.
1. John Holland Theory (RIASEC) Career Interest Assessment – Formal
One assessment I regularly use is based on Holland’s RIASEC theory, which groups people into six personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Since starting with Workforce, I have utilized the O*NET Interest Profiler aka Mynextmove because it’s structured, research-based, and easy for anyone to understand. It helps them start connecting who they are with potential career paths—and it’s always a great conversation starter.
I’ve found that walking through the results with students helps confirm their interests and open their minds to occupations they might not have considered. It acts like a roadmap, pointing them in the right direction while giving them a better understanding of how their personality can influence career satisfaction. I also pair this with O*NET Online to dig deeper into career options, skills needed, training, and work environments. Together, these tools make it easier for me to offer personalized guidance that makes sense to each student.
2. Checklist of Interests, Values, or Abilities – Informal
On the informal side, I like to use checklists during the intake or first meeting. I usually have a few different versions that highlight skills, abilities, or knowledge areas, and I ask students to bring any version of their resume—even if it’s outdated. We use that as a starting point to identify their strengths and transferable skills.
I hand out a list of common skills and ask them to highlight anything they feel confident in. This simple step helps students see what they bring to the table and how it connects to their career goals. It also gets them thinking about what they enjoy doing—not just what they can do. This type of activity encourages reflection, builds confidence, and helps match students with careers that align with their values and personal goals. It takes a little work, but it goes a long way in helping them find a path that actually feels like a good fit.
Hi James! I like your approach on the informal assessment. Starting with checklists and resumes is such a practical way to ease students into self-reflection and getting to know them. I like how you use this method to connect their current skills to future goals, while also encouraging them to think about what they enjoy. It’s a great balance of building confidence and get students to really think about who they are in and how that can tie into a future career!
Hello James. I like your statement concerning your clients thinking about what they enjoy doing and not what skills that they have currently. The key to our clients selecting and being successful in their career choice, is knowing what they enjoy doing. It would be miserable to go to a job that you dreaded to go to everyday. By guiding your clients to reflect on what they enjoy doing, you are well on the way to enable them to be successful in their career choice. Great job!
I really like your use of checklists and how you incorporate resumes even outdated ones as a foundation to help students recognize their transferable skills. It is a practical, important and approachable method, especially for those who might feel overwhelmed starting the career exploration process.
In a similar way, I like to use an informal career narrative interview. I like to ask clients to share stories about past accomplishments, tasks they’ve enjoyed, or meaningful life experiences. These reflective conversations often reveal deeper passions, values, and personal strengths that formal assessments might miss. I find that it not only builds rapport but also helps me dig deeper into what truly motivates the client.
Your checklist method and the narrative interview actually complement each other well one offers structure and clarity, while the other allows space for deeper self-exploration. I believe both approaches really empower clients to connect the dots between who they are and where they want to go. I love your informal process, and it is definitely something I could add into my informal assessment process.
If I were putting together a career assessment program, I’d focus on giving students tools that not only provide insight but also spark real conversation and reflection. One formal tool I’d use is the Myers-Briggs Type Indicator (MBTI)—not because it hands someone a job title, but because it opens up great discussions about personality preferences, work environments, and communication styles. I’ve seen students become more confident once they have language to describe how they take in information or make decisions. It’s a helpful way to frame not just careers, but how they interact with the world and others in it.
Alongside MBTI, I’d use a more informal tool called a Career Genogram—which came up in the reading and stuck with me. It’s basically a career family tree where students chart out the jobs held by parents, siblings, grandparents, etc. It lets them explore patterns, legacies, and expectations in a non-judgmental way. I think this could be powerful for students in our region, where family careers often shape their view of what’s possible or realistic. It can be a great way to affirm their background while also expanding their sense of career potential. Both tools—when used together—can really help students start seeing their path as something that’s both personal and adaptable. If I did not have the instructional group time left for this second assessment, I would most likely substitute it for the Truity Photo Career Quiz as it uses the Holland codes but distills it all down to a series of photos clients must choose between (i.e. which they “prefer”). After doing this short but interactive activity, I find the broad strokes they receive in their results to match the inklings and thoughts they had already shared with me when they were envisioning themselves in a workplace.
Hello Jordan,
I love your decision to use MBTI tool. I help staff candidates in the construction industry and I definitely agree that it helps candidates appear more confident when interviewing/discussing work when they know specific terms and its meanings when speaking with trainers and etc.
The career family tree was a great second choice; while some may frown upon people feeling pressured to “follow in the footsteps of their parents”, I do agree that it is at least a great thing to first consider and if the customer feels that the path does not align with their needs/desires then I understand that customer following a different path.
Great discussion post Jordan!
As an In School Youth Career Development Specialist working with high school seniors, I use both formal and informal assessments. I first like to use informal interviews with my clients. I work individually with the clients and discuss what their future plans are. I use open ended questions to encourage more reflectional thinking and responding. One of the most frequent skill set that I see as less developed in my clients is their soft skills. During these informal interviews, I take note of their communication skills and what the client may need to work on. In small groups, I have the clients discuss and sort the Value Sort Cards. The clients discuss the values with their group, and then create their own value sort card organizer. Again, during this time not only is my goal to understand each client’s individual card sort but I do informal observations of their ability to work within a small group setting. To keep organized information regarding my clients, I keep note cards on each client. I make anecdotal notes so that I can review with individual clients in individual career counseling sessions.
A beginning formal assessment that I like to use with my clients is the Holland RIASEC Interest profiler on O*NET. After introducing the assessment, the client takes the Interest Profiler. Together as a whole group, we discuss the different personality types. Again in small groups, the clients discuss the personality types and the suggested career choices that corresponds with the personality types. The clients then review the suggested career choices and choose 10 careers that they have some interest in. This may introduce them to some different career paths that the client had not considered. After I have discussed what their score results mean and the possible career choice. I have the client narrow their choices to the top three choices. The client then uses the O*NET resources as well as The Occupational Handbook to research their career choices. We discuss what path does the client need to take to reach their career goal. Do they need to attain a college degree, or do they need to take a technical path and receive a certification? We do a lot of discussing, reflecting, and sharing during our sessions. The clients like to bounce ideas off of each other. I monitor the group sessions to observe, keep the sessions focused, and to provide resources and an occasional guidance.
Hi Sandra,
Thanks, for sharing your approach! I like how you combine informal interviews with formal tools like the O*NET Interest Profiler. Using open-ended questions and observing soft skills during sessions is a great way to support personal growth. I also appreciate how you guide students through narrowing down career options and using resources like the Occupational Outlook Handbook. Your process is super cool and encourages both reflection and peer learning—super inspiring!
Hi Sandra!
I really enjoyed reading your post! I love how you use informal interviews to assess soft skills I’ve noticed the same need in my students, so I’ll definitely try using value sort cards in small groups like you do. I also liked how you guide students through the Holland RIASEC Profiler and then have them research their top career choices using O*NET. Your mix of reflection, group discussion, and hands-on research is something I’d like to include in my own sessions. Thanks for sharing your process!
Hello Sandra!
I really enjoyed your post! I too work with high school seniors along side with you as a career development specialist and I am always intrigued with how well you work with them with the assessments stated above. O*NET is definitely a very powerful tool that helps not only with students figuring out LMI but it also helps them see how their Holland code matches the choice they feel like they were destined to be. I am also a huge fan of personality assessments! Well done! Look forward to reading more from you!
For a career assessment program, I would use both career fantasies (informal) and the O*NET Interest Profiler (formal).
Career fantasies encourage clients to imagine their dream jobs without any barriers, helping uncover interests and goals they may not have considered realistically. It’s a great way to open up conversations and inspire self-reflection.
The O*NET Interest Profiler helps individuals identify their career interests and connects them to real-world job options. It’s easy to use and offers clear insights that guide career exploration based on their preferences.
Using both tools allows clients to dream big while also grounding those ideas in actionable career paths.
Hi tbrown1, Thanks for sharing your approach to career assessments. I really like how you paired the career fantasies informal assessment with the O*NET Interest Profiler formal assessment. That combination of encouraging clients to dream big while also providing a grounding in actionable career paths is powerful.
I agree that informal tools like career fantasies are excellent for unlocking initial ideas and sparking self-reflection without pressure. And the O*NET Interest Profiler is indeed fantastic for providing structured, real-world connections. I can see how using these together would create a really dynamic process for your clients. Bending different assessment types can lead to a more holistic and client-centered career exploration experience.
Hello logdugu!
I agree with you in your response to tbrown1’s post. I never would have thought about using career fantasies informal assessment with the O*NET Interest Profiler formal assessment. With working with high school students in appalachia, this gives them the ability to dream big like you had mentioned but also grounding them in reasonable career paths! Tbrown1 I really enjoyed your post! I look forward to reading more from you!
I really like this idea of using career fantasies in counseling. It creates a safe space for students to dream big and express their true interests without fear of judgment or limitations. This approach can lead to meaningful insights that might not surface through traditional assessments alone.
“The O*NET Interest Profiler is my go-to assessment for career exploration. It helps individuals understand their personality and preferences in a work setting—an essential step when determining a career path. Often, people overlook important factors such as whether they enjoy working with others or prefer working independently. This formal assessment encourages them to reflect on these preferences and consider careers that align with their natural inclinations. Ultimately, it helps guide them toward roles where they can feel comfortable and thrive.”
Hi Melissa,
Thanks for sharing as I am familiar with the O*NET Interest Profiler it gets people thinking about things they don’t always consider—like whether they prefer working alone or with others. That’s such an important part of career satisfaction that often gets missed. It’s a great starting point for some real reflection. I could definitely see myself blending that with more informal tools to keep the process well-rounded. Appreciate your post!
When designing a career assessment program for my high school students who are also teen parents, I would choose to incorporate a formal interest inventory and an informal value card sort.
I would utilize the O*NET Interest Profiler or Holland-based interest inventory. This is a formal assessment that helps individuals identify their broad career interest and connect them to specific occupations based on Holland’s RIASEC codes. I believe this assessment would be highly beneficial for high school students who are teen parents because:
1) Many young parents may have limited exposure to diverse career paths or might feel constrained by their new parental responsibilities. The O*NET Interest Profiler can broaden their horizons and show them a wide array of possibilities they might not have considered, including those with varying educational requirements and work environments.
2) It helps bridge the gap between their passion and actual job titles, providing a structured, research-based starting point for exploration.
3) Understanding their interests can be incredibly empowering, allowing them to see how their innate preferences can lead to fulfilling work, even with current challenges. This aligns with the “Assessments” and “Career Development Models” competencies.
In addition to the formal interest inventory, I would incorporate an informal Career Values Card Sort, such as the ones found from CA Career Zone. This hands-on activity involves clients sorting cards representing various work values (e.g., security, helping others, creativity, work-life balance, high income, flexibility, and recognition). I would pair this with the interest inventory because:
1) For teen parents, work values related to family support, income stability, flexibility, and a supportive work environment are often most important. A card sort would allow my students to explicitly identify and prioritize these non-negotiables, ensuring that career exploration considers their immediate and long-term life circumstances. This deeply connects to the “Helping Skills” competency, enabling a truly client-centered approach.
2) It would serve as an excellent icebreaker and conversation starter, allowing for deeper discussions about their personal situation and how work must integrate their family life. It is a highly engaging way to uncover crucial, nuanced information that might not surface in a standardized test.
3) By understanding their core values, students can evaluate potential career paths not just on interest or skills, but on how well they align with their fundamental needs and priorities as parents, leading to more sustainable and satisfying career choices.
I feel that by utilizing the O*NET Interest Profiler to open up career possibilities based on interest, and a Career Values Card Sort to ground those possibilities in their essential life priorities, I can provide a comprehensive and tailored guidance to my high school students who are teen parents, helping them build a career path that supports both their personal aspirations and their family’s well-being.
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If I were designing a career assessment program, I would include both a formal and an informal tool to help students explore their career interests and strengths. For the formal assessment, I would use the personality and career match assessment on Pathful.com. This tool helps students identify their personality type and connects it with different career paths. It’s user-friendly and gives students a starting point for understanding what types of jobs might be a good fit based on their interests, values, and working style.
For the informal assessment, I would lean on my role as an in-school high school career coach. Through one-on-one conversations, group sessions, and classroom visits, I can observe students’ strengths, listen to their goals, and guide them through reflection questions that might not come up on a computer-based assessment. This informal method allows for more personal connection and helps students feel seen beyond test results. By combining both types of assessments, I can get a fuller picture of each student and support them in making more informed career decisions.
If I were tasked with coming up with a Career Assessment Program I would use one informal method and follow up with a formal method. Staffing for the construction industry is very skills based but for a customer looking to find their place, it begins with values. If you are interested in the work that you are doing then you will be more susceptible to learning the different ins and outs of the trade, showing up everyday to develop skills or build relationships with colleagues, and sticking around for a long term career in whichever scope of work chosen.
Starting with the Card Sort method, customers will have the ability to gauge what matters most to them when they are choosing a career; which when it comes to the formal method, will help them to evaluate which area would be best for them. This can be done in a group or individual setting depending on the audience. Group discussions can open the door to critical analysis, helping others figure out what values and explanation of values really resonate with them or if they are choosing out of survival; while an individual setting can assist me with learning/understanding the needs of candidates on a more personable level and help them in figuring out what areas could fit those needs best.
Once the game is complete and individuals have an understanding of what matters to them on the basis of a career then I would have each customer take the formal O-Net Interests Profiler. This formal test will show customers which areas their interests score heavily in but not only that, it will give them an overview of the different levels of training/development that may be needed to obtain that career. This will help in the next step of the program which includes planning for the career and development stage of working with me as a Workforce Program Coordinator. I have taken the skills profiler myself and it has always shown me that working with people in a front facing role has been where my interest fall and getting the actual career names, educational paths, and etc. has helped me to develop a plan to get to the career that I know ill enjoy for a long time.
Now that customers have been able to identify what matters most to them out of a career and which career area fits best with their interest of work then they will be able to research, plan, and chase down their dream jobs!
I know that no test is perfect and some people may try and find that they do not like the area of work they have chosen but I believe this may come with a lot of careers and a customer must always be willing to revisit the drawing board to interpret the data again.
Hi Georgia,
I appreciated your thoughtful approach, especially how you framed values as the starting point for meaningful career exploration. I couldn’t agree more that when someone aligns with the “why” behind their work, it becomes much easier to show up consistently, grow in skill, and remain invested long-term. Your integration of both the Card Sort method and the O*NET Interest Profiler mirrors the structure I would use as well, and I liked how you emphasized group vs. individual settings and the different dynamics they offer. That balance between peer insight and one-on-one connection is so important.
Your reflection on how taking the profiler yourself influenced your own career journey adds depth and credibility to your approach. It’s a great reminder that these tools aren’t just informative — they’re also empowering when used intentionally, especially when paired with ongoing coaching and room for reflection. Like you said, no test is perfect, but what matters is building a process where people feel safe enough to revisit the drawing board and evolve their understanding of what career satisfaction looks like for them. Thanks for sharing such a grounded and holistic plan!
— Cory
If I were designing a career assessment program, one informal activity I would include is the Career Timeline Reflection. I’d have my clients create a visual or written timeline of their career-related experiences—jobs, volunteer roles, leadership positions, hobbies, and even moments when they felt stuck or uncertain. This reflection opens up space to talk about what experiences brought them energy, what felt like a drain, and what patterns show up over time. To dive a little deeper, I’d pair this with something like the Career Clusters Interest Survey (I administered “CCIS” in Pathful, for my 8th graders, in my middle school and this tool is amazing). After completing the survey, participants could revisit their timeline and start identifying where their top interests and personality traits have already shown up in real life. This makes their results more personal and grounded—not just words on a page.
I think this is a really good example of a good career assessment. It’s simple and it opens up a one-on-one conversation with your clients. People can feel stuck in a job and become uncertain about whether or not they actually want to be there. I think it’s important to try and help someone open up to new possibilities whether they are still in school or out in the world trying to start a new career. The fact that they can see their top interest and personality traits gives them and idea on what paths they can take.
Thank you for sharing your approach! I really appreciate how you incorporated the Career Timeline Reflection, that’s such a powerful informal tool for helping students find meaning in their lived experiences. Encouraging them to identify moments of energy and stagnation can reveal a lot about their values and motivations, which ties in beautifully with career decision-making.
Pairing it with the Career Clusters Interest Survey (CCIS) is a great idea. I love that you’re making the results come alive by connecting them back to real-life experiences. It reminds me of how we aim to make assessments more than just “scores”, you’re helping students see themselves in the data.
This combination feels very empowering and student-centered. Thanks again for the inspiration!
For me when designing a career assessment program, I would include both a formal and an informal assessment to get a clearer understanding of my client’s strengths and career interest. Thus, my formal assessment would be the Holland Code (RIASEC) Test. I believe this test assist with helping individuals identify their career interest based on its six personality traits and it’s a highly respected assessment to match personality traits with a comparable career path. I believe this is helpful for clients especially when they are unsure or looking for confirmation for their career direction.
You’ve made some excellent points! I really appreciate your balanced approach—using both formal and informal assessments to get a well-rounded view of your client’s interests and strengths is so important.
The Holland Code (RIASEC) Test is a great choice. It’s widely respected and easy to understand, making it a valuable tool for clients who are unsure about their direction or need that extra bit of confirmation. The way it connects personality traits with career options can really open doors for meaningful conversations and exploration.
If I were designing a career assessment program, I would do two formal assessments along with an informal assessment. The two formal assessments that I would use would be the interest inventory along with the personality inventory. The reasoning for these two assessments would be to help the client identify and understand their interest and match careers to those interests. Along with that, they can see and understand/describe their preferences in a work setting. Those preferences can be whether they like being in contact with people, how they deal with information, and how much structure they would like in their organizational chart. The informal assessment would be forced choice. This is a good icebreaker and it helps the clients figure out their decision making style.
In my role as a reentry case manager / reentry peer navigator, I’ve also taken on responsibilities as a career services provider and employment specialist. It’s always insightful to learn about what strategies have been effective in your own practice. I’m especially interested in both formal and informal assessments that help engage participants in meaningful conversations around their career paths. One approach I’ve found helpful is starting with a quick check-in—whether that’s using a mood board for one-on-one meetings or incorporating an emotional check-in during group presentations. These tools open up dialogue and help me better understand where my participants are emotionally and mentally before diving into job readiness or career planning.
Thank you for your post. I like the idea of your using informal assessments (Mood Board and Emotional Check-Ins) as a way to open up dialogue and better understand where your clients are currently from an emotional standpoint and using that information as a way to gauge entry into the career discussions.
Cory Myrtil
July 7, 2025
WCDC Training
Assignment 4
Chapter 4 – Assignment
The Role of Assessment in Career Planning
Designing a Client-Centered Career Assessment Program
If I were tasked with designing a career assessment program, I would prioritize tools that support self-exploration, cultural inclusivity, and practical application. With that in mind, I would integrate both a formal assessment and an informal activity to give clients multiple entry points into understanding themselves.
One formal assessment I would use is the O*NET Interest Profiler, which is based on Holland’s RIASEC theory. It’s free, accessible, and provides clients with tangible, occupational language they can connect to real-world job possibilities. It’s also written in plain language, making it more accessible to individuals across various literacy levels or with limited exposure to assessments.
On the informal side, I’d use a Work Values Card Sort. This tool invites clients to reflect on what they prioritize in a workplace — things like autonomy, teamwork, recognition, or flexibility. In my experience, clients often discover “aha” moments when naming their values out loud. It also creates a natural bridge into discussing past work experiences and future goals. Together, these tools would support a holistic, empowering career development process that centers the client’s voice and lived experience.
I think your suggestion to prioritize self-exploration, cultural inclusivity, and practical application is vital. Not only do I find these specific frameworks to be valuable and important, but simply ensuring that you are thinking through these frameworks is vital to building a lasting and transformative structure. Having anchors like these to hold you in place gives a strong sense of direction and purpose to the planning that we do.
The type of assessment test I would consider would pertain to Skills Inventories. These instrument’s help clients identify specific skills or sets of skills they may not yet be aware of. This knowledge can aid in career exploration, decision making, or job searching (writing a resume, responding to interview questions). Kuder Skills Confidence Assessment is an example along with O*Net. I use a similar system at my job sight that breaks down people’s job interest. I’ll go over their results in a one-on-one conversation and help build a resume. I also go over a series of interview questions to help better their responses.
I really like that you mentioned Skills Inventories as a core part of your approach. I agree—many clients don’t realize the depth of skills they already have, especially transferable ones that can open the door to new career paths. The Kuder Skills Confidence Assessment is a great example, and pairing it with something like O*NET gives clients both clarity and direction.
It’s also great that you follow up the assessment with one-on-one conversations and resume building. That personal connection can really help clients process their results and build confidence. I also like your idea of incorporating interview preparation into the process—it turns the assessment into something actionable, not just informative. That’s something I’d like to include more consistently in my own sessions.
If I were designing a career assessment program for my customers, one assessment I would include is the O*NET Interest Profiler. This free, informal assessment helps individuals identify their interests in six career categories based on Holland’s Theory (Realistic, Investigative, Artistic, Social, Enterprising, Conventional). I like that it’s easy to understand, doesn’t require formal credentials to administer, and provides direct links to occupations and career pathways. It’s especially useful when working with students or job seekers who are unsure of their direction.
In addition to that, I would incorporate a simple Values Inventory—either a worksheet or guided discussion—where customers rank what’s most important to them in a job (e.g., work-life balance, income, helping others, variety, independence). This type of informal assessment helps clients reflect on what truly motivates them, which is essential when building a long-term career plan. Combining both tools gives me insight into who the person is and what they’re looking for, allowing me to provide more tailored guidance.
As a Career Coach, I would use Pathful’s interest and personality surveys as part of a career assessment program for my students. These tools are a great way to help students start thinking about their future in a fun and relatable way. The surveys are easy to follow and give instant results that connect their interests and personality traits to real careers. I’ve noticed that when students see jobs that match who they are, they become much more engaged and open to exploring different options.
After students complete the surveys, I’d use the results to guide class discussions, one-on-one coaching, and career exploration activities. We could dive into different career clusters, watch videos on Pathful that show what those jobs look like, and even tie their results into future goal setting or resume-building lessons. The surveys give me a strong starting point to have meaningful conversations with students about what they enjoy, what they’re good at, and how that can turn into a real career path.
In my current role as an in-school career coach at the middle and high school level, I rely heavily on both formal and informal assessments to support my students effectively. These assessments help me gauge students’ prior knowledge, evaluate how well they’re grasping career development lessons, and identify those who may need additional support or resources.
One formal tool I often use is the Career Cluster Interest Survey or the Work Values Inventory, which helps students explore potential career paths based on their interests and core values. These assessments give structure and direction to the coaching process, especially for students who are unsure about their future.
On the informal side, I frequently use quick check-ins—like thumbs up/down during lessons or short reflective prompts. I’m also excited to try more engaging tools like the Holland Party Game when we return to school in the fall. Blending structured assessments with these informal moments helps me stay responsive to my students’ needs and create a more personalized coaching experience.
Hello! I really enjoyed reading your post! I think that you have a thoughtful, student-centered approach to career coaching. I like how you blended formal tools like the Career Cluster Interest Survey with informal strategies like quick check-ins and reflective prompt. I think that this balance is so important for meeting students where they are. I also like that you’re planning to try the Holland Party Game! That’s such a creative and interactive way to introduce personality-career alignment, and I think students will really connect with it. Assessments can be very meaningful and engaging for both the student and the advisor themselves!
Formal: With my adult and dislocated worker clients, I like to use the CareerScope assessment and the accompanying O*Net results. By combining both their interests and their aptitudes, I’ve found that we are able to help the clients ensure that they are finding careers that they both enjoy and can thrive in. This allows clients to find meaning, purpose, enjoyment, and fulfillment through work. When you spend a vast amount of your waking hours at your place of employment, this can be vital.
Informal: I enjoy doing small thought experiments to flesh out what clients really enjoy. Something like, “If you lived in a society where you didn’t have to worry about pay, but still had to work, what kind of work would you spend your time on? Something mechanical? Working with people? Something else?” Taking an answer from a low-stakes question like this and working backwards toward realistic options (that may have even shown up on the CareerScope assessment!) can be an effective way to narrow the search while giving them a hope and vision for what a future career could look like.
If I were designing a career assessment program, I would begin by incorporating the **Holland Code (RIASEC) assessment** as a formal tool. This assessment aligns individuals with six personality types—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—and connects those types with compatible career fields. It’s incredibly helpful for high school students and adult clients alike because it provides a clear starting point for career exploration based on their interests and natural tendencies. I’ve used platforms like Truity and Kuder to administer this assessment and follow it with individual reflection activities that help students see how their code aligns with real-world jobs, college programs, and future goals.
In addition to formal assessments, I believe **informal self-reflection tools** are just as valuable. One method I use is a guided “Career Story” worksheet where students reflect on what they enjoyed as children, what subjects excite them now, and the environments where they feel most confident. This open-ended exercise often reveals career clues that a standardized test might miss. Combining formal and informal tools allows me to get a more holistic view of each individual’s strengths, interests, and goals, which leads to more personalized and meaningful advising.
If I was to design a Career assessment program, it would be informal “A Day in My Future Life,” Prompt. Encouraging students to imagine a typical day in their dream career without limitations. Students will write detailed descriptions including where they work, who they interact with, what tasks they do, and how they feel throughout the day. After writing, they will reflect on key themes such as interests, values, and preferred work environments. These reflections will be used to connect their visions to real-world careers using tools like the Holland Code or O*NET Career Profiler. The program will conclude with students creating a short career action plan based on their insights.
To support students in exploring career paths that align with their strengths and interests, I would use a combination of formal and informal assessments.
One formal assessment I would incorporate is the Holland Code (RIASEC) Career Assessment, which helps students identify their personality type and match it with compatible career fields. It’s straightforward, easy to interpret, and gives students a clearer sense of direction.
In addition, I’d use an informal “Values and Skills Inventory”—a reflective exercise where students list their core values, favorite activities, and skills they feel confident in. This helps foster self-awareness and opens up conversation around how their lived experiences, especially for nontraditional or justice-impacted students, can inform their career goals.
Using both tools allows students to gain insight into both their internal motivators and external options, creating a more personalized and empowering career planning process.
Great reply! There is a great balance of formal assessment and personal reflection. Using the Holland Code helps students gain clarity on career paths that align with their personality, which can be very motivating. I really like your idea of a “Values and Skills Inventory” to help students reflect on what matters most to them. It’s especially thoughtful how you acknowledge the unique experiences of nontraditional and justice-impacted students in the career planning process. Your strategy creates space for both self-discovery and informed decision-making.
In my current role as an In-School Career Coach on the middle school level, the foundation of my role is to build/establish a trusting relationship with my students so I can be a positive influence in their career decision-making process. One formal assessment that allows me to connect with the students is Holland’s Theory through the platform Pathful. By using this assessment, it allows me to engage students on a personal level to get them to understand not only, who they are in this present time but who they will develop into and which career will best fit their personality based on the results of the assessment. It is my belief that using this theory allows students to be more trusting in adults who have their best interests in mind.
To help design a career assessment program for students, I would choose one formal and one informal assessment tool based on the guidance from Chapter 4.
1. Formal Assessment: O*NET Interest Profiler
This tool is valuable for helping students explore their career interests using Holland’s RIASEC theory. It helps students identify their top interest areas (e.g., Realistic, Investigative, Artistic, etc.) and links those interests to potential career paths. It’s easily accessible, appropriate for high school reading levels, and provides immediate results. Because it’s designed for self-guided use and does not require advanced credentials to administer, it’s ideal for use in school settings and aligns with Level A instrument qualifications
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2. Informal Assessment: Card Sort Activity (e.g., Work Values Matcher)
This informal assessment allows students to explore and rank what is most important to them in a career—such as achievement, independence, or relationships. It encourages reflection and discussion, increases self-awareness, and empowers students by putting the decision-making literally in their hands. Card sorts are low-cost, engaging, and effective for all learning styles, especially kinesthetic learners
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Together, these two assessments can help students develop greater clarity around their career values and interests, laying a solid foundation for future career exploration and decision-making.
When designing a career assessment program for my students at the middle school level, I would incorporate both a formal and an informal assessment to gain a well-rounded understanding of their interests and aptitudes. First, I would use the O*NET Interest Profiler as a formal tool. This assessment helps students identify their career interests based on the RIASEC model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional). It aligns well with occupational information in O*NET, allowing students to explore career paths that match their interests and learn more about what education or training might be required.
For the informal component, I would incorporate a guided career conversation or self-reflection activity. This could include prompts like: “Describe a time you felt most engaged in a task, what were you doing?” or “What are three things you value most in a job?” These open-ended reflections allow students to connect personally with their career exploration process, helping them gain insight into their goals and motivations. Combining both types of assessments ensures students receive structured guidance while also having space for personal reflection.
You did a great job outlining a well-rounded career assessment plan for middle school students! I really like how you chose the O*NET Interest Profiler to give students a structured introduction to careers based on the RIASEC model—it’s such a useful way to connect interests with real-world options. Your idea to pair it with personal reflection questions adds a nice personal touch, helping students think deeper about what matters to them. It’s clear that your approach encourages both exploration and self-awareness—great work!
If I were creating a career assessment program for my clients, I’d start with a mix of one formal and one informal assessment. For the formal option, I would use the O*NET Interest Profiler because it’s free, easy to access online, and gives clients clear feedback based on Holland’s theory. It helps them see what types of work they might enjoy based on their interests, which can be a great starting point for career exploration. Clients often find this tool less intimidating than traditional tests, and it connects directly to job options they can research on the same website.
For the informal assessment, I would use a card sort activity, like the Work Values Matcher. It’s hands-on, engaging, and gives clients immediate info into what they value in a job. Independence, achievement, or relationships. I like it because it sparks conversation, helps clients take ownership of their choices, and doesn’t feel like a test. These two tools together give a well-rounded picture of who the client is and what matters to them when making career decisions.
I also utilize both formal and informal assessments for my clients. My clients are high school seniors, so they do prefer the informal assessments because it is less stressful for them. I do have all of my high school seniors take the O*NET Interest Profiler. It does provide clear feedback, and it is very helpful for my students. I also utilize card sort activities. My students love fun activities, so I try to incorporate some fun activity each time I see them. Great job!
If I were designing a career assessment program, I would incorporate both a formal and an informal assessment to provide a well-rounded understanding of each customer’s career needs and aspirations.
Formal Assessment: Strong Interest Inventory (SII)
The SII is a widely respected tool that helps individuals identify their interests and how they align with various career paths. It’s especially helpful for clients who are unsure about their direction or are considering a career change. The results offer insight into occupational themes, basic interest scales, and personal style preferences, which can guide meaningful career exploration.
Informal Assessment: Career Narrative Interview
This is a conversational approach where I ask clients to share stories about past experiences, role models, and moments of fulfillment. It helps uncover values, motivations, and patterns that might not surface in standardized tests. This method is particularly effective for clients from diverse backgrounds or those who may not resonate with traditional assessments.
I really like your approach! The combination of the Strong Interest Inventory and Career Narrative Interview is a great balance of structure and storytelling. That narrative piece especially stands out to me, sometimes people don’t realize how much insight is tucked into their own experiences until they talk it out. I’ve seen that kind of reflection really shift someone’s mindset about what’s possible.
When designing a career assessment program for students, I would incorporate both formal and informal assessments to ensure a well-rounded understanding of each student’s interests, values, and skills. One formal assessment I would use is the Strong Interest Inventory .This tool helps students identify their interests in six broad career categories ;Realistic, Investigative, Artistic, Social, Enterprising, and Conventional also known as Holland Codes) and matches them with careers that align with those interests.
I would use the following two resources to create a career assessment program that is both relevant and successful:
ONET Skill Inventory (Skills section of the Onet Content Model):
This assessment assists people in determining current skill levels in crucial areas like technology use, coordination, active listening, and critical thinking. Clients can use it to find career options that best suit their abilities and match their skills to specific careers. For people looking to change careers or pursue fields that complement their present skill set, this is very useful.
Work Importance Profiler (WIP) Values Inventory – CA CareerZone:
This assessment emphasizes an individual’s key work values, including Achievement, Independence, Recognition, Relationships, Support, and Working Conditions. Gaining insight into what a person prioritizes in their work environment contributes to job satisfaction and success in their career over time. For instance, someone who prioritizes “Independence” is likely to excel in freelance or remote positions, whereas an individual who values “Relationships” may find greater fulfillment in roles that involve teamwork or customer interaction. The WIP Inventory assists clients in matching their values with suitable careers, leading to more rewarding professional journeys.
I would use these two assessments because combining a skills-based assessment (O*NET) with a values-based assessment (WIP) gives a well-rounded understanding of the client. This approach ensures that customers not only identify what they can do, but also what they want from their careers which would lead to a better-fit job match and more engaged professionals.
As an In-School Youth Career Development Specialist, I utilize both formal and informal assessments regularly. The formal assessment that I use the most when working with high school seniors is the O*NET Interest Profiler. Interest inventories are used help clients identify and understand their interest patterns or themes. After my clients utilize the O*NET Interest Profiler they are able to identify careers that match with their interests.
I do like to utilize quite a few informal assessments with my high school seniors. They like it when things are laid back and not serious all the time, so I do like to do activities with them. We have utilized card sorts, a VR headset where they are able to practice career interests like lineman for example, and they love group discussions.
We also have a In-School Youth Career Development Specialist, we have use the same assessments on a regular basis. I feel the best approach for high school seniors are more informal assessments than formal assessments. I feel like this approach helps them feel free to discuss what they feeling more than what they are seeing.
One formal assessment I frequently use is the O*NET Interest Profiler. This tool is especially effective because it’s grounded in Holland’s RIASEC theory and helps clients identify work environments that match their interests. In workforce development, I’ve used this with both high school seniors and adults reentering the workforce. For example, when working with formerly incarcerated individuals, this tool provides them with a tangible starting point to visualize careers that align with their preferences and skills, rather than just focusing on what they can get.
On the informal side, I’ve found that creating a Personal Mission Statement can be just as powerful. After a brief reflective session where clients list action verbs that energize them, name their top values, and name who they want to serve, they begin writing a one-sentence mission. One client wrote, “My mission is to inspire youth by teaching life skills with compassion and consistency.” That line became their compass for choosing job opportunities and volunteer work that gave them purpose. Blending these tools allows individuals to see both the data and the deeper meaning behind their career choices.
One of my favorite tools to use with clients is the Career Timeline Exercise.
It’s not a test, there are no scores, and there’s no right or wrong way to do it. It’s just you, a pen, and your story.
Here’s how it works: You draw a timeline of your life and start plotting the moments that shaped you — the jobs you’ve had, the highs and lows, the wins, the setbacks, and the times you felt the most alive… or completely drained. Maybe it was your first job in retail, a college internship, a career change, or even a time you stepped away from work altogether. It all matters.
Why do this? Because patterns start to show up. You’ll notice the kinds of environments where you thrive, the tasks that light you up, and the roles that just didn’t fit. It’s an eye-opener — a way to reconnect with what actually matters to you in your work.
This isn’t just about finding your next job. It’s about understanding your journey — and using it to guide your next step with confidence and clarity.