School Psychology Review

Volume 17, No. 4, 1988, pp. 673-692

A REVIEW OF SELECTED
INTEREST
INVENTORIES
Dorothy Spitzer
Erie County Base Service Unit
for Mental Retardation
Erie, PA

VOCATIONAL
FOR USE

Edward M. Levinson
Indiana University of Pennsylvania
ABSTRACT

With the passage of the Carl D. Perkins Act, school psychologists may increasingly
find themselves involved in planning or implementing school-based vocational
interest assessments. This article discusses some general considerations
in
vocational interest assessment, reviews 10 popular vocational interest inventories,
and provides recommendations
for interest inventory use. The article concludes
with a discussion of issues related to the selection and interpretation
of interest
inventories.

Increased attention has been paid to

the vocational preparation of handicapped students in recent years. This
attention has been spurred by the generally high unemployment and underemployment rates which have traditionally
existed among the handicapped and
disabled populations in this country.
Federal legislation has attempted to
insure that handicapped students be
provided with the same access to career
and vocational development programs as
their non-handicapped peers, in the hopes
of reducing such unemployment and
underemployment rates. As a result of
Public Law 94-142 (Education For All
Handicapped Children Act, 1975) and The
Rehabilitation Act of 1974 and its amendments (The Rehabilitation Act Amendments, 1974), increasing numbers of
handicapped students are now being
placed into regular vocational education
programs as part of the vocational
preparation process.
Unfortunately,
the placement of
handicapped students into vocational
education programs has been problematic. Frequently, handicapped students
have been placed into vocational programs for which they are uninterested,
unprepared, and unsuited. One explanation for this occurrence is that vocational

assessment data (including an assessment

of interests, aptitudes, and work habits)
necessary for identifying appropriate
programs for students is frequently not
available to placement committees
charged with the responsibility of making
vocational programming decisions. Recent
federal legislation has attempted to
address this issue. The Carl D. Perkins Act
(PL-98524) now requires that an assessment of vocational interests and vocational aptitudes be completed prior to the
placement of any handicapped student in
a vocational training program. With such
data at their disposal, it is hoped that
placement committees will be in a more
favorable position to identify appropriate
and realistic vocational training options
for handicapped students.
Recent school psychology literature
has focused on the role of the school
psychologist in the vocational preparation
process of handicapped students, particularly in regard to their role in vocational
assessment (Capps, Levinson, & Hohenshil, 1985; Heinlein, Nelson & Hohenshil,
1985; Hohenshil, 1982; Hohenshil, Anderson & Salwan, 1982; Hohenshil, Levinson,
& Buckland-Heer, 1985; Levinson, 1984;
Levinson & Capps, 1985; Levinson &
Shepard, 1982; Shepard & Levinson,
1985). The importance of career develop-

Request reprints from Edward M. Levinson, Department

of Pennsylvania, Stouffer Hall, Indiana, PA 15705-1087.

673

of Educational

Psychology, Indiana

University

674

School Psychology Reuiew, 1988, Vol. 17 No. 4

ment in general, and vocational

assessment in particular,
for school psychologists is amply demonstrated
by the fact
that the two major publications
of the
National Association of School Psychologists (Best Practices in school Psychology
and Childrens
Needs: Psychological
Perspectives) each have a chapter on one
of these topics (HohenshiI,
Levinson, 8~
Buckland-Heer,
1985; Levinson,
1987,
respectively).
Although
an extensive
review of the vocational school psychology
literature
is beyond the scope of this
paper,
suffice it to say that school
psychologists, via their assessment role,
have much to contribute to the vocational
assessment and planning process. In fact,
with the passage of the Perkins Act, school
psychologists,
who are frequently
perceived by school personnel as assessment
experts, may be called upon to assist in
the development
of school based vocational assessment programs for handicapped students.
In some instances,
school psychologists may be called upon
to gather some of this assessment data
themselves.
In order to assist school psychologists
in this process, this paper wilk (a) discuss
general considerations
in the assessment
of vocational interests, (b) critically review
several selected vocational interest inventories; and (c) identify and discuss issues
relative to the selection and interpretation
of vocational interest inventories.
GENERAL CONSIDERATIONS IN
VOCATIONAL IINTEREST ASSESSMENT

Interests can be defmed as constellations of likes and dislikes, and as positive

and negative reactions to stimuli (Super
& Crites, 1962). Three types of interests
exist: expressed interests, manifest interests, and inventoried interests. Expressed
interests are the likes and dislikes people
express when they are simply asked what
they do and do not enjoy. Manifest
interests are evidenced by the activities
that individuals voluntarily
engage in, and
can be ascertained
by simply asking
individuals
what they do with their free
time. Inventoried
interests are likes and

dislikes which are reflected on standardized interest inventories.

Interests have been found to exert a
more important influence on occupational
choice than do aptitudes (Scharf, 1970),
and to be a major determinant
of both
occupational
choice and college major
(Scharf, 1970; Thomas, Merrill, & Miller,
1970). Whereas interests influence the
degree of satisfaction one experiences in
a job and are related to the length of time
one spends on a job, aptitudes seem to
influence level of performance
on a job.
The relationship
between interests and
aptitudes is not generally high. Unfortunately, many individuals gravitate toward
occupations that they like, but in which
they will not necessarily perform well.
Consequently,
interests have not been
consistently
found to be a predictor
of
occupational
success, but have been
associated with levels of job satisfaction.
During childhood
and early adolescence, interests are relatively unstable and
are greatly influenced by family and social
background,
peer group interests, and
educational and recreational experiences.
Interests seem to stabilize enough to play
a major role in vocational planning once
adolescents
reach their middle
teens.
However, interest
assessment
can be
valuable prior to that time in that it can
be used to introduce unfamiliar
careers
to students and stimulate
career exploration and thought
(Seligman,
1980).
Seligman (1980) has identified other goals
which can be accomplished
by interest
inventories, including translating likes and
dislikes into occupational terms, providing
insight into academic and occupational
dissatisfaction, broadening and increasing
the realism of options, and facilitating
conflict-resolution
and decision-making.
Two widely used methods of interest
inventory development exist. One method
compares the likes and dislikes of the testtaker with the likes and dislikes of satisfied
workers in a particular
occupation. This
is termed the people-similar
method of
development.
Another method, termed
the activity-similar
method, compares
the likes and dislikes expressed by an
individual
to the activities performed in
various occupations. The predictive valid-

Interest Assessment
ity of interest inventories has generally
been assessed by comparing inventoried
interests with subsequent occupational
choice, and determining the rate of correct
predictions over a specified period of time.
Concurrent validity has been assessed by
simply correlating scores obtained on one
interest inventory with scores obtained on
another interest inventory. Reliability and
validity of many interest inventories,
especially those taking a people-similar
approach, are relatively good.
Although school psychologists generally work with handicapped students, the
selection of a vocational interest inventory
should not be made on the basis of
handicapped or non-handicapped.
Many interest inventories which were
developed for the non-handicapped population are appropriate for use with
certain handicapped students, sometimes
with, and sometimes without modification. Likewise, interest inventories specifically designed for handicapped students
are equally applicable for use with certain
non-handicapped students. For example,
an interest inventory which assesses
interest in professional or managerial jobs,
and which requires an 8th grade reading
level might be equally appropriate for use
with a physically handicapped student
and a non-handicapped student. The
same inventory might be appropriate for
use with a bright reading disabled student,
providing the examiner read the items to
the student. Likewise, a non-reading
interest inventory which assessesinterest
in vocational-technical areas requiring no
post-secondary
education might be
equally appropriate for use with an
educable mentally retarded student, and
with a non-handicapped student interested in pursuing vocational training in
high school. Consequently, selection of
interest inventories should be made on the
basis of reading levels, vocational aspirations, grade level, psychometric characteristics, etc. rather than whether the student
is handicapped or not. Test users should
be aware that deviation from administration procedures used to standardize a test
may invalidate the tests norms. Thus, test
users should be cautious in interpreting
normative scores yielded by instruments

675

whose standardized administration practices were modified. Consequently, reviews

of instruments generally targeted for the
non-handicapped
population will be
presented first, and will be followed by
reviews of instruments generally targeted
for the handicapped population. Each
review will include a discussion of the
purpose and nature of the inventory and
an overview of its technical characteristics. Recommendations regarding use of
instruments will then be made based upon
a comparison between instrument and
potential assesseecharacteristics. Table 1
summarizes the characteristics of instruments designed for the non-handicapped
population, while Table 2 summarizes the
characteristics of instruments designed
for use with the handicapped population.
REVIEWS OF VOCATIONAL INTEREST
INVENTORIES: NON-HANDICAPPED POPULATION

Ku& Form DD Owupational

Interest Survey, Revised
Purpose and nature of the test. The
Kuder Form DD Occupational Interest
Survey, Revised (KOIS) (Kuder & Diamond, 1979) is designed to examine
vocational and college major preferences
by comparing client patterns of responses
with the patterns of successful and
satisfied groups in specific occupations
and college majors. It is intended for
grades 10 through adult. The 100 groups
of 3 activities are presented in a forcedchoice format, and must be machine
scores. Results are reported on approximately 100 occupational scales and
approximately 40 college major scales,
both within and across sexes. Group or
individually administered, the test takes
about 30 to 40 minutes to complete. It
requires at least a sixth grade reading
level.
Technical evaluation. Male and female norms are given for occupational and
college major scales. The scores reported
are an index of the similarity of an
individuals preferences with those of an
average person in an occupation. The
manual contains information about the
instruments scoring rationale, the devel-

school Psycho@y

676

Review, 1988, Vol. 17, No. 4

TABLE 1
General Characteristics
of Selected Vocational Interest
Non-handicapped
Population

Title

Publisher or
Distributor

Grade/Age
Range

Type of

Occupations
Surveyed

Inventories:

Nature of Content
Reading Level
Items

Career
Assessment
Inventory

National
Computer
Systems

8th Grade
Adult

Immediate
entry, TechniCal, some Professional

6th Grade

Five response
choices from
like very much
to dislike very
much

Career Decision
Making System

American Guidance Service

7-12 Grade Adult

Self-Administration Integrates:
Self-assessed
Abilities
Job Values
Future Plans
Interests
Related to DOT

Not Stated
Audio cassette
for poor readers

Three response
choices: Like ?
Dislike

California Occupational Preference Survey

Edits/Educational and lndustrial Testing

Service

High School and

College

Professional
and Skilled

8th Grade

Choices: Degrees of like or

dislike

Jackson Vocational Interest

Survey

Research Psychologists Press

7-12 Grade a
Adult

Broad Interests
categories

7th Grade

Pairs of forced
choice

Kuder General
Interest Survey
Form E

Science Research Associates, Inc.

6- 12 Grade

Broad Interest
categories

6th Grade

Forced-choice
triad format

Kuder Form DD
Occupational
Interest Survey,
Revised

Science Research Associates, Inc.

Grade 10 Adult

Wide Range of
occupational
scales and college majors

6th Grade

Forced-choice
triad format

Strong Campbell Interest

Inventory

National Computer Systems

High School,
College, and
Adult

Advanced Tech- 8th Grade

nical, College, or
Post-Graduate

Trichotomous
Format

The Self-Directed Search

Psychological
Assessment Resources, Inc.

Ages 15-70

Wide Range: Re- 7th or 8th

lated to DOT
Grade

Self-rating of
abilities; Choice
of Like or Dislike for activities and

statements

occupations
NOTE:

Professional
Four year college or university and possibly graduate school or professional
(e.g., Lawyer, Teacher, Psychologist).

school

Technical: Specialized training beyond high school, usually one or two years in a technical school
or trade college (e.g., Dental Assistant, Electronic Technician, Paralegal Assistant).
Managerial: Undergraduate
degree, and possibly post-graduate degree or specialized training
higher levelpositions (e.g., Sales Manager, Government Administrator, Bank Manager).
Skilled: Graduation from high school required or preferred: requires apprenticeship
job training, and specific trade instruction (e.g., Auto Mechanic, Carpenter, Plumber).
Unskilled: Entry level positions, some high school required or preferred;
job (e.g., General Laborer, Service Station Attendant, Stock Room Clerk).

for

or on-the-

usually trained

on the

Interest Assessment

677

(Table 1,,continued)
Administration/Scoring
Title

Time

Hand

Machine

Self&ore

Group

Individual

Career Assessment
Inventory

30-45 min.

No

Yes

No

Yes

Yes

Career Decision
Making System

40 min.

Yes

Yes

Yes

Yes

Yes

California Occupational
Preference Survey

20-30 min.

Yes

Yes

Yes

Yes

Yes

Jackson Vocational Interest Survey

45 min. to
one hour

Yes

Yes

No

Yes

Yes

Kuder General Interest

Survey Form E

30-40 min.

Pin-punch

No

Yes

Yes

Yes

Kuder Form DD Occupational Interest Survey, Revised

30-40 min.-

No

Yes

No

Yes

Yes

Strong Campbell Interest Inventory

30-40 min.

No

Yes

No

Yes

No

The Self-Directed
Search

30-60 min.

Yes

Yes

Yes

Yes

No

Technical Adequacy
Reliability

Validity

Manual
Standardization
Norms

and

Good

Good to very good

General sample of employed adults

Good: Self-score Relatively High

Adequate but Additional

data needed

Stratified random sample Grades 7-12 and college freshmen

Good

Good

Additional

Normed on representative sample of students

grades 7-12 and college

Good

Godd

Adequate

Separate and Combined

norms for males and females; Random sample of
middle to upperclass adolescents and adults

Excellent

Adequate

Adequate

For Norm Groups: Males

and Females Grades 6-8
and9-I2
1

Good

Very Good

Adequate

Male and female for occupational and college

majors

Very Good

Very Good

Good to very good

Representative group Adult population

Excellent

Good

Adequate

Norms incorporated
three-letter code

Excellent

data needed

in a

Excellent

678

School Psychology Reuiew, 1988, Vol. 17, No. 4

opment of the scales, and psychometric

characteristics. Test-retest studies reported in the manual are in the .9Os.
Reliability, defined in terms of consistency
of the differences between scores on each
pair of scales, is at an acceptable level.
Studies supporting the instruments
predictive validity are also included in the
manual.
Summary. The KOIS is a technically
adequate instrument. Its college major
scales make it particularly appropriate for
use with college-bound high school juniors
and seniors and beginning college students. Botterbusch and Michael (1985)
have suggested that the instrument can
be modified for use with the blind and
deaf, however, the results should be
interpreted with caution, since some of the
KOIS items refer to activities beyond a
visual or hearing disabled persons experiences. The test is limited by its need for
machine scoring.

between scores on each pair of scales.

These coefficients are at acceptable levels.
Test-retest correlations are mostly .70 or
above, with older students showing somewhat higher correlations. The manual
does not have a separate section on
validity, although it reports studies
addressing it. Reviewers have noted that
no predictive validity data specific to the
KGIS is presented in the manual and have
suggested that the interpretative sheets
used are generally inadequate and may
foster a misinterpretation of the scores
(Kirk & Frank 1983). It has also been
suggested that a middle class bias is
inherent in the items (Kirk & Frank, 1983).
Lampe (1985) found that many of the
eighth grade subjects he studied were
inaccurate in their self scoring efforts.
Summary. Although the KGIS appears to be an acceptable instrument for
use by young students who are beginning
occupational exploration, lack of validity
data and the potential for misinterpretation of the results lessens its desirability.
Kuder General Interest Survey Form E
Caution is advised in regard to self scoring
Purpose and nature of the test. The and use of interpretive profile sheets.
Kuder General Interest Survey, Form E
(KGIS) (Kuder, 1975) was developed to Strong-Campbell
Interest Inventory
measure preferences of junior high school
students in 10 broad categories. Designed
Purpose and nature of the test. The
for grades 6-12, it requires a sixth grade Strong-Campbell
Interest Inventory
reading level. It can be administered
(SCII) (Campbell & Hansen, 1981), one of
individually or to groups in about 30-40 the oldest and best known psychological
minutes. The pin-pinch, hand-scored
tests in the country, is a vocational
edition combines a survey booklet, answer inventory that measures occupational
pad, and profile in one booklet, to facilitate interests in areas requiring advanced
immediate student scoring and interpre- technical, college or post-graduate traintation Individual interest scores are ing. It consists of 325 items written at an
profiled on both male and female forms, eighth grade reading level, and can be
and indicate the level of interest in each administered individually or to groups in
job family group as compared with either about 30 to 40 minutes. Recommended for
males or females in the grade group. high school and college students, it must
Individual profile leaflets help students be machine scored. The SC11yields scores
interpret their scores and indicate the on 6 general occupational scales, 23 basic
general vocational areas that relate to interest scales, and 162 specific occupatheir interests. The survey has a forced- tional scales which compare an individchoice triad format.
uals interests with those of experienced,
satisfied,
and capably functioning people
Technical evaluation.
Percentile
in
various
occupations.
scores are available for four norm groups:
males and females for grades 6-8 and
Technical evaluation. The scaleswere
grades 9-12. The manual reports reliabil- normed on a representative sample of the
ity in terms of consistency of the difference adult population. The 207 occupational

Interest Assessment
scales were derived from the results of
over 100,000 persons tested. In the 1985
revision, all scales are normed on a
merged-sex booklet. Construct, content,
and concurrent validity are satisfactorily
documented in the manual. Test-retest
reliability is in the high 80s and .9Os,and
is generally higher for the specific occupational scales than for the general
occupational or basic interest scales.
Summary. Extensive research has
indicated that the psychometric characteristics of the SC11are adequate. Hansens
Users Guide, an interpretive manual
(Hansen, 1984), is an excellent accompaniment to the SC11and includes sections
on using the SC11with adults and special
populations. Reviews of the instrument
have been favorable (Anastasi, 1982;
Layton, 1985; Tzeng, 1985; Westbrook,
1985). The SC11would be an appropriate
instrument to use with high school
students who are undecided about
whether they want to go to college.
Because of its emphasis on college majors,
however, the KOIS may be more suitable
than the SC11for those students who are
college-bound.
Califmia
Occupational Preference
Survey Interest Inventory
Purpose and nature of the test. The
California Occupational Preference Survey (COPS) Interest Inventory (Knapp &
Knapp, 1984) is designed to measure
interests on two levels (professional and
skilled) in 14 occupational clusters. It is
intended for high school and college
students (COPS II is used for junior high
school students). Students respond by
choosing a degree of like or dislike for
each of 168 items. The instrument can be
administered individually or in groups
(and self-administered) usually in 20 to
30 minutes, and can be accompanied by
a Self-Interpretive
Profile and Guide.
Machine and hand scoring forms are
available. Reading level is estimated at
about the 8th grade.
Technical evaluation. Two norm
groups are used: students in grades 7-12
and college students. The manual contains

679

normative sampling information which

appears representative for the intended
users. Split-half and test-retest reliability
coefficients range from the .7Osto the .9Os
and indicate acceptable stability. The
COPShas not been extensively researched,
and has been criticized for lack of validity
evidence (Hansen, 1978; Layton, 1978).
Summary. The COPS can be considered for use with students who have the
ability and motivation to pursue professional or technical fields. However, lack
of research on the instrument indicates
that caution should be exercised in its use.
The self-administration, self-scoring and
self-interpretation
features make the
COPS useful for occupational exploration;
however, questions regarding susceptibility to faking and scoring accuracy remain
unanswered. More research is needed on
the COPS before it will be able to compete
with the Kuder Inventories or the SCII.
Its utility for special populations has also
been left unaddressed. The instrument
would seem unsuitable for those whose
reading level is below the eighth grade or
those who are interested in unskilled jobs.
The Harrington-OShea Career
Decision-Making System
Purpose and nature of the test. The
Harrington-OShea Career Decision-Making System (CDM) (Harrington & OShea,
1982) is a vocational interest inventory for
group or individual administration. It is
intended for grades 7-12 and adults. The
CDM integrates self-assessed abilities, job
values, future plans, subject preferences,
and interests. It is available in self-scored
(English and Spanish), machine scored,
and microcomputer editions. An audiocassette is available for poor readers.
Career clusters are related to the Dictionary of Occupational Titles (U. S. Employment Service, 1981). Six scores (arts,
business, clerical, crafts, scientific, and
social) are used to identify occupational
areas for further exploration. The selfscored edition can be administered and
scored in about 40 minutes.
Technical Evaluation. A stratified
random sample in grades 7-12 was used

680

School Psychology Review, 1988, VOZ.17, No. 0

in standardization and appears to be

representative of the population of intended users. A college standardization
was completed which included 2,925
college freshmen. Internal consistency
measures are high for the six Interest
Survey scales (.9Os). Short-term testretest coefficients are generally acceptable, ranging from .75 to .94. Correlations
between student-calculated scores and
author-calculated scores range from .96
to .99 suggesting that use of self scoring
procedures for this instrument is appropriate. Construct validity data are only
reported for the Interest Survey section.
Adequate concurrent validity data is
presented in the relationship between the
CDM and at least two other interest
inventories.
Summary. The CDM, a systems approach to career decision-making, has
generally received favorable reviews
(Droege, 1985; Westbrook, Rogers, &
Covington, 1980; Willis, 1978, 1982).
Criticisms which are made of the instrument are related to the need for more
specific validity studies, and the lack of
data to support the many uses for the CDM
suggested in the manual. Although special
populations may need some guidance in
completing the CDM, it can be selfadministered easily, scored and interpreted by students with average intelligence. The audio tape version of the
instrument also allows it to be used with
low readers. Strength of the instrument
in comparison to other interest inventories include the breadth of occupational
information provided and its updating of
occupational information every 2 years
(Willis, 1983).

test booklet. Answers are marked on

consumable answer sheets. Preferences
are stated in terms of vocational roles
(activities relevant to occupations) and
vocational styles (preference for certain
kinds of work environments).
Hand
scoring and profiling require less than 10
minutes, and yield scores on 34 basic
interest scales. Machine scoring provides
additional information. The reading level
is described as approximately 7th grade.
Technical evaluation. The statistical
and item selection procedures employed
in the development of the JVIS are
probably one of the most elaborate and
extensive of those used for any psychological test (Covington, 1983). Separate
and combined norms for males and
females are provided for high school and
college students. Norm group composition
represents a random sample of middle to
upper class adolescents and adults.
Representation of lower socioeconomic
status individuals in the norm sample is
not apparent, and a cultural bias may be
present in the instrument. Internal consistency coefficients for each of the 34
scales (high school sample) ranged from
.70 to .91. Test-retest reliability investigated with college and medical school
groups resulted in median coefficients in
the .8Os. Data for the construct validity
is derived mainly from test construction
procedures, and has been judged to be
acceptable (Covington, 1983). Criterionrelated validity is derived from two
sources: scores obtained by college students in different academic groups, and
predicted means of specific occupational
groups.
Summary. The JVIS is highly praised
for its psychometric properties (Davidshofer, 1985, Anastasi, 1982). The elaboJackson Vixational Interest survey
rate standardization procedures used and
Purpose and nature of the test. The the reliability and validity data reported
Jackson Vokational Interest Survey (JVIS) suggest that it would be acceptable for use
(Jackson, 1977) was developed to facil- with middle and upper class adolescents
itate educational and career planning for and young adults. Its use with low
grades 7-12 and adults. It can be admin- socioeconomic status groups, however, is
istered individually or to groups and questionable. The JVIS utilizes broad
requires about 45 minutes to one hour to interest areas and minimizes occupational
complete. Pairs of 289 forced-choice
stereotyping by its emphasis on work roles
statements are contained in a reusable and styles. It would be an excellent choice

Interest Assessment
for junior high students, to encourage
career exploration
and discourage premature narrowing of occupational
choices.
Because of its lengthy administration
time,
it may not be appropriate
for students
with poor concentration
skills or low
motivation.
iVie SeljXkirected

Search

Purpose and nature of the test. The

Self-Directed
Search (SDS) (Holland,
1985) is designed to be a self-administered, self-scored, and self-interpreted
guide for students and adults who need
vocational
planning
assistance.
It is
designed for use by anyone between the
ages of 15-70. Reading level is estimated
as 7th or 8th grade (Form E is at the 4th
grade level). Although it can be administered individually
or in groups, the
manual recommends
the use of monitors
for groups larger than 25 (to minimize selfscoring errors).
Administration
time
varies from 30 to 60 minutes. A computerized version is also available. The SDS,
which is based upon Hollands
(1985)
Theory of Vocational
Personalities
and
Work Environments,
yields six scores
(Realistic-R,
Investigative-I,
Artistic-A,
Social-S, Enterprising-E,
and Conventional-c)
and surveys occupational
daydreams, liked activities, perceived competeneies, and liked occupations.
A three
letter code is generated and can be used
to explore all relevant occupations in the
Dictionary of Occupational
Titles (DOT).
Spanish and Vietnamese
editions
are
available.
Technical
evaluation.
Norms
are
incorporated
in a three-letter
occupational code. The internal reliability
estimates of the summary scale are high, while
estimates
for the subscales are much
lower. Test-retest
reliabilities
computed
on a small sample (N=30) cluster in the
.7Os for all six types on the summary scale
and subscales (Holland, 1979). In addition
to the many studies cited in the manual,
Campbell
(1985) cites studies which
support the instruments
predictive and
concurrent validity are mixed (Campbell,
1985, Crites 1983; Dolliver, 1985). At least

681

one study has attested

to Form Es
reliability
and appropriateness
for use
with learning disabled high school students (Maddux & Cummings, 1986).
Summary.
The SDS was constructed
using a well researched theory of career
development.
However, concerns exist
relative to validity, the possibility of selfscoring errors, and the users ability to
accurately
estimate
his/her
own aptitudes. The SDS does help users to clarify
their perceptions
of careers and the
process by which career choices are made,
and provides for an effective means of
identifying
occupations
having work
environments
congruent with the users
personality orientation.
Its use of the DOT
makes it appropriate
for identifying
interests covering practically all jobs in the
United States today.
Career Assessment Inventory
Purpose and nature of the test. The
Career Assessment Inventory (CAI) (Johansson, 1982) was originally developed
to be used with persons who desire
immediate career entry or those who plan
to enter occupations that do not require
a four year or advanced college degree.
The 1986 expanded
version includes
additional
professional
scales. Five response options, which range from Like
Very Much through Dislike Very Much,
are provided for each of the three major
categories: Activities, School Subjects, and
Occupations.
The CA1 requires the user
to respond to 305 items which are written
at a sixth grade level. Designed to be
administered
individually
or in groups for
grades 8 through -adult, it can be completed in about 30-35 minutes. It must
be machine scored. The CA1 yields scores
on 6 General Occupational Themes (based
on Hollands Vocational Apes), 22 Basic
Interest Scales, 91 Occupational
Scales, 2
Administrative
Indexes,
and 4 NonOccupation Scales.
Technical evaluation.
General Occupational Theme and Basic Interest Scales
were standardized on a general sample of
1500 employed adults. The sample appears representative.
Norms for the

682

School Psychology Review, 1988, Vol. 17, No. 4

Occupational
scales were developed by
scoring occupational
subgroup samples
independently.
For the four Non-Occupational Scales, test-retest
reliabilities
are
reported for intervals ranging form one
week to seven years. With the exception
of the Variability of Interests scale, which
has a test-retest
reliability
coefficient of
.74 over four to five years, the test-retest
reliabilities
range from .80 to .92, indicating good stability.
The manual reports
content, construct, and concurrent validity studies, which offer support for the
instruments
validity.

Summary. Test construction

procedures and the psychometric
properties of
the CAI are good, and reviews of the
instrument
have been generally favorable
(Bodden,
1978; Lohnes, 1978; McCabe,
1985). The instrument
which is cheap to
administer,
but expensive to score and
interpret,
is limited by the necessity for
machine scoring. However, mail-in service
is fast and immediate
scoring is available
through teleprocessing or microcomputer
software. The CA1 may be cost effective
for large groups, making it worthwhile for
school districts where the majority
of
students
are considering
immediate
career entry, skilled trades, clerical and
technical
work, and semi-professional
occupations.
Botterbusch
and Michael
(1985) suggest that the CA1 can be
modified for use with the deaf and possibly
the mentally retarded. Items can also be
taped for use with the blind.
REVIEWS OF V~CATIWAL INTEREST
INVENTORIES: HANDICAPPED POPULATION

Wide Range Interest-Opinion Test

Purpose and nature of the test. The
Wide
Range
Interest-Opinion
Test
(WRIOT) (Jastak & Jastak, 1979) is a nonreading instrument
designed to sample a
wide range of work activities from unskilled labor and technical occupations to
professional and managerial
positions. It
contains 150 triads of pictures and uses
a forced choice format requiring respondents to select a most and least preferred
activity.
Designed for persons aged 5
through
adult, it can be administered

individually
or to groups in about 40
minutes.
Its authors
describe special
populations
for whom the instrument
would be appropriate
(e.g., disadvantaged,
mentally
retarded,
learning
disabled,
adult illiterates). The 26 scales include: 18
basic interest scales; 4 attitude
toward
work scales; and 4 scales related to
response bias. It can be hand or machine
scored.

Technical evaluation. Norms are

divided into seven age groups and include
children,
adolescents,
and adults. The
groups include 15% minorities,
and all
educational
levels. However, norms are
not reported
for special populations.
Items are not sex-stereotyped
and the
scales have high internal
consistency
(Split-half
reliability
estimates are high,
ranging from .82 to .95). No test-retest
reliability
studies are reported. With the
exception of adequate interscale correlations between the WRIOT and the Geist
Picture Interest Inventory
(Geist, 1964),
validity data are also lacing.
Summary. Since the WRIOT is designed to identify interest preferences in
a wide range of work activities for special
populations,
it addresses an important
need. However, the lack of test-retest
reliability,
validity data, and the absence
of information
on how special populations
actually perform the test, diminish ones
confidence in the instrument.
For these
reasons, reviews have been unfavorable
(Hsu, 1985; Manuele,
1985; Zytowski,
1983). However, the WRIOT is one of the
few instruments
currently available for
use (without modification)
for low reading
mentally retarded and learning disabled
populations
who are capable of performing higher level job activities.
Reading-free Vocational Interest
Znventory-Rewised
Purpose and nature of the test. The
Reading-Free
Vocational Interest Inventory-Revised
(RFVII) (Becker, 1981) was
developed
to provide
information
on
interest patterns of mentally retarded and
learning disabled persons from ages 13
through adult. Pictorial
illustrations
of

Interest Assessment

683

TABLE 2
General Characteristics of Selected Vocational Interest Inventories:
Handicapped Population

Title

Publisher or
Distributor

Type of
Occupations
Surveyed

Grade/Age
Range

Nature of Content
Reading Level
Items

Reading Free
Vocational Interest Inventory

The Psychological Corp.

Age 13 - Adult
MR-LD
Non-reading
Adults

Unskilled
Semi-skilled

Not required
(Pictorial)

Forced-choice
Triad Format

Wide Range Interest-opinion

Test

Slosson Educational Publications, Inc.

Aged 5 - Adult

Unskilled, Tee hnical, Professional

Managerial

(Not required
(Pictorial)

Triads: Select
most and least
preferred
activity

Geist Picture In- Western Psychoterest Inventory logical Services

Grade 8 - Adult

Unskilled Skilled-College

Pictorial but
Questions
4th Grade

Forced-choice
Triad Format

Vocational Research Interest

Inventory

Vocational Research Institute

Junior High
School - Adult

Broad Interest
Areas

4th Grade

Three Response
Choices: Like ?
Dislike

Vocational Research Interest

Inventory: Software Version

Vocational Research Institute

Junior High
School - Adult

Broad Interest
Areas

4th Grade

Three Response
Choices: Like ?
Dislike

Administration/Scoring
Time
20 min. or less

Hand

Machine

Yes

NO

Self Score

Individual

Group

NO

Yes

Yes

min.

Yes

Yes

No

Yes

Yes

20-40 min.

Yes

No

No

Yes

Yes

Admin. and
Scored 15-20
min.

Yes

Yes

Yes

Yes

Yes

15-20 min.

No

Yes

NO

40

Computer
Generated
Report

Computer

Technical Adequacy
Reliability

Standardization
Norms

Validity

Manual
and

Good

Inadequate

Representative sample EMR and LD 7-12 MR

Adults-Workshop

Fair

None reported

Inadequate

Divided into seven age groups including children,

adolescents and adults. Norms not reported for
special populations

Fair - Good

Fair

Inadequate

School, Occupation, Voc. Rehab. and other groups

Fair

Good

Good

Prevocational,

Vocational Samples

Good

Good

Good

Prevocational,

Vocational Samples

Good

684

SSwol Psychology

Review, 1988, Vol. 17, No. 4

people performing jobs, arranged in 55

triads, are presented in a forced-choice
format. The instrument, which is designed
to be administered to individuals or to
groups, can be completed in approximately 20 minutes and is easily hand
scored. The range of occupations is at the
unskilled, semiskilled and skilled levels,
and cover 11 occupational areas.
Technical Evaluation.
The RFVII was
the subject of a national standardization
which included educable mentally retarded and learning disabled males and
females in grades 7 through 12, and
mentally retarded adults in sheltered
workshops and vocational training centers. Normative data were collected in a
manner to insure representativeness.
Test-retest reliabilities over a 2-week
period are acceptable for all groups (702s
and .8Os). Content validity was assessed
by determining the degree to which
various study teams agreed on classifications of the pictures. Concurrent validity
was studied by comparing correlations
between the RFVII and the Geist Picture
Interest Inventory (Geist, 1964). Product
moment correlations were significant at
or beyond the .05 level for 36 of 45
correlations in the groups of mentally
retarded males (N=154), and for 38 of 45
correlations in the groups of mentally
retarded females (N=148) (Becker, 1981,
p. 45). Occupational (Status) validity (not
to be confused with predictive validity but
rather a form of construct validity [Diamond, 19831) was studied by comparing
the highest scores of mentally retarded
males and females and sheltered workshop clients in the 11 occupational groups.
Reportedly, each group of workers scored
higher on the scale representing their own
occupation than they did on other scales.
Summary.
The development of national norms and the elimination of sex
bias are the major improvements in the
1981 edition of the instrument. The status
of the instruments validity has been
questioned (Diamond, 1978; Domino,
1978; Holden, 1985). However, Holden
(1985) has found the instrument to be
very useful with adolescents and adults
in a rehabilitation workshop setting. The

RFVII does provide an easy method for

exploring interest patterns for special
populations of non-readers. Since additional validity studies are needed, caution
should be exercised in interpreting the
findings for each examinee. Some learning
disabled examinees may profit from an
interest inventory that has a wider range
of occupational selections, such as the
audiocassette version of the CA1 or the
WRIOT.
Geist Picture

Interest

Inventory-Revised

firpose
and nature of the test. The
Geist Picture Interest Inventory-Revised
(GPII-R) (Geist, 1982) was developed to
identify vocational and vocational interests of individuals from 8th grade through
adult, especially culturally-limited and
educationally deprived individuals. Separate male and female booklets depict
illustrations which are presented in
forced-choice format, and arranged in 27
triads for females and 44 triads for males.
The GPII-R can be administered to individuals or to groups in about 20 to 40
minutes. The written questions require a
fourth grade reading level. Areas of
interest are scored in terms of broad fields
of interest (11 male and 12 female areas).
A separate motivation questionnaire is
intended to identify reasons behind
choices. A form is available for deaf and
learning impaired males.
Technical evaluation.
Although separate norm tables for males and females
provide data on several groups, sample
sizes are either not reported or are very
small. Male form test-retest reliability
coefficients for each interest area vary
considerably, with a median in the .6Os.
Although the manual reports high statistical significance for female form testretest correlation, little evidence of this
is presented. The validity of the instrument has also been questioned. (Hahn,
1965; Shimberg, 1965).
Summary.
In general, the GPII-R
provides a quick method to identify
interest areas of individuals who otherwise may not have the stamina, motivation

Interest Assessment
or verbal resources to engage in vocational
exploration.
The GPII-R may be useful as a screening instrument
to identify broad areas of
interest particularly
with adolescents and
adults of limited verbal ability. The short
length of the test makes it feasible for an
examiner to read the written questions
to persons with a reading level below 4th
grade. Botterbusch
and Michael (1985)
state that the Geist appears to be aimed
at a sheltered employment
population.
Because of technical problems, caution is
recommended
in interpreting
the results.

Viatimal Research Interest Inventory:

Paper and Pencil Format
Purpose and nature of the test. The
Vocational
Research Interest
Inventory
(VRII)
(Dansky,
Harris & Gannaway,
1985) was developed to provide information about the occupational
interests of
individuals
from Junior High School age
through adulthood. Containing
162 items
written on a 4th grade reading level, it
can be administered
individually
or to
groups. Administration
and scoring takes
15 to 20 minutes. The tests 12 interest
areas are related to jobs in the Dictionary
of Occupational
Titles (1982) and Guide
for Occupational
Exploration
(1979).
Responses are scored like, Pm, or dislike.

Technical evaluation. The VRII was

normed
using two reference
groups:
Prevocational
(ages 17 years and younger)
and Vocational (ages 18 years and older).
The Prevocational
sample includes students in vocational
education programs
or those participating
in vocational
evaluation.
The Vocational
sample includes post-secondary vocational training
program clients and job training program
evaluees. Over 1,380 individuals
and 16
sites participated
in the research. Testretest reliability
correlations
range from
74 to .86. The manual reports validity
coefficients for each interest area scale of
the VRII based on correlation
with the
respective
scale of the USES Interest
Inventory. Validity coefficients range from
.70 to .85.

685

Summary. The VRII has some valuable features: the tests 12 areas are tied
to all jobs in the Dictionary
of Occupational Titles; it is easily administered
and
scored; and it is written on a fourth grade
reading level. It would seem especially
applicable
to students
in vocational
education
programs,
job training
programs or vocational evaluation programs
in rehabilitation
facilities. Lacking, however, is independent
research to support
the research done by the authors.
Vocational Research Interest Inventory:
Sorftware Vision
Purpose and nature of the test. The
Vocational
Research Interest
Inventory
Software Version (VRII-SV)
(Dansky,
Lindsey, Harris, & Gannaway, 1986) was
developed to assess vocational
interests
quickly and inexpensively.
Since it is a
microcomputer
adaptation
of the paper
and pencil inventory, the nature of the test
is the same as reported for the VRII. Each
of the 162 items is displayed one at a time
on the screen. An audible tone indicates
when the inventory has been completed
and that the examiner should be called.
The program menu allows one to either
print the report, display results on the
screen, store answers on the diskette or
return to main menu. The report includes
the following information:
Interest Area
Scores and Percentiles; an Interest Proftie
(based on both male and female norm);
an Interest Profile (based on same sex
norm); an Individual
Profile Analysis
(which compares
the examinees
own
pattern
of like responses across the
Interest Areas); and High Interest Areas
(which consolidates the previous sections
into one graph). A description of each of
the Interest Areas is provided at the end
of the report.

Technical evaluation. Norming procedures, reliability

and validity
studies
reported in the manual are those reported
for the VRII pencil and paper format.
Therefore, there is a need for independent
research to the VRII-SV.
Summary. The VRII-SV has much to
recommend

it. Since the diskette

is a one-

686

School Psychulcgy

Review, 1988, Vol. 17, No. 4

time purchase, the VRII-SV is one of the

least expensive computer programs available for interest assessment. If for any
reason the administration of the VRII-SV
must be stopped, all information entered
to that point may be saved to diskette.
A detailed report is available immediately.
Administration requires a minimum of
examiner involvement.
A vocational
training facility, familiar to one of the
authors, uses the VRII-SV with mild
mentally retarded clients, and reports
satisfactory results.

student being evaluated. Certainly, it

would inappropriate to utilize an instrument which samples skilled and semiskilled occupations with a student who
has both the desire and academic potential to continue on to a 4 year postsecondary institution. Likewise, it would be
inappropriate to use an instrument which
samples professionals occupations with
students who never have the inclination
or ability to succeed in the training
required for such an occupation. For
students not aspiring to occupations
which require four years of postsecondary
training,
a consideration in the selection
CONSIDERATIONS IN SELECTION
of
an
interest
inventory must be the
A-ND INTERPRETATION 0~
occupational
training
programs available
INTEREST INVENTORIES
in the local area. Many students aspiring
The assessment of vocational inter- to a technical or skilled occupation will
ests should not be completed in isolation, not leave the immediate area for such
but should be a part of a broader eval- training. Consequently, interest inventouation of overall vocational development. ries used with these students should
Minimally, such an evaluation should sample occupations for which training
include an assessment of aptitudes,
and jobs are available locally.
interests, occupational social skills/work
Educational level should also be
habits, and career maturity and should considered when selecting a vocational
utilize a variety of assessment techniques interest inventory. Generally the instruand data sources (HohenshiI, Levinson, & ment used during the junior high school
Buckland-Heer, 1985; Levinson, 1987). years should sample a wide variety of
Ideally, such a comprehensive vocational occupational areas and should promote
assessment should be integrated with a occupational exploration. Instruments
handicapped students special education selected for use during the high school
triennial reevaluation (including psycho- years may be less general and more
logical, educational, medical and socio- focused, providing exploration has been
cultural assessments) to insure time and accomplished and some general and
cost efficient data gathering and a holistic, tentative decisions about occupational
rather than segmented view of the student performances have been made.
(Levinson & Capps, 1985). A number of
In addition to the above, a major
computerized vocational assessment consideration in the selection of an
systems are currentlyon the market which interest inventory for use with many
provide for time efficient assessments of handicapped students is reading level.
vocational interests, aptitudes, and work Many vocational interest inventories
habits (i.e. APTICOM, Vocational Research require reading levels which render them
Institute; MESA, Valpar Instructional,
inappropriate for use with certain handiSAGE, PESCO) and can be adapted for capped students. Although the adminisuse with public school handicapped
tration techniques of some of these
populations.
instruments can be modified for use with
In selecting vocational interest inven- low reading students, such modifications
tories for use, a number of factors should alter the standardization and render the
be considered. Since interest inventories norms inappropriate for use. Likewise,
sample different occupational areas and available non-reading interest inventories
levels, a major consideration in selecting are often plagued by less than desirable
a vocational interest inventory are the psychometric characteristics. Table 3
vocational goals and aspirations of the provides a list of recommended instru-

Interest Assessment
ments according to population and inventory characteristics based on the authors
review. It should be noted that one nonreading interest inventories, the RFVII, is
recommended with reservation with low
reading students due to its less than
adequate psychometric characteristics.
However, the authors experiences with
this instrument, and others testimonies
regarding its use, have suggested its utility
in identifying vocational options of interest to students of low reading level.
However, users of the RFVII should
exercise extreme caution in their interpretation of results. With all interest
inventories, and with this instrument in
particular, it is advisable to compare the
results of inventories with evidence of both
manifest and stated interests. Doing so will
increase the reliability and validity of the
overall interest assessment procedure.
A number of other issues relative to
the interpretation of interest inventories
need to be addressed. First, how results
are interpreted depends on the instrument used. Scores from instruments
which compare a respondents likes and
dislikes to the likes and dislikes of satisfied
workers in various occupations are interpreted differently than are scores from
instruments which compare the degree of
liking a respondent expresses with a
particular occupation to a representative
sample of similar aged peers. Consequently, users of interest inventories must
be familiar with the methods used to
construct the instrument in order to
properly interpret it. Next, interest
assessment results are strongly influenced
by experience. If one has never experienced tasks common to a particular
occupation, it is unlikely that they will
express interest in those tasks. Consequently, it is important to ascertain the
range of experiences a student has had
in order to properly determine if a low
interest score reflects lack of interest or
lack of experience. If the latter is the case,
it would be best to provide the student
with some exposure to tasks common to

687

faking (a conscious or unconscious

desire on the part of the respondent to
create a certain impression [Seligman,
1980]), studies have shown that this is an
unlikely occurrence (Abraham, Neuman,
& Githens, 1971). A more common problem is that respondents frequently assume
that interest assessment results allow for
the identification of occupations for which
they are best suited; that is, interests and
aptitudes are often confused by students.
Users of interest inventories need to be
sure to clarify differences between interests and aptitudes, and insure that
students understand that both need to be
considered in identifying realistic vocational options. Lastly, it should be noted
that interest inventories assess intrinsic
sources of satisfaction and indicate the
likelihood that an individual will enjoy
certain work. However, extrinsic sources
of satisfaction, such as working conditions, opportunities for advancement,
salary, etc., will also effect the overall level
of job satisfaction experienced, and are
not assessed by interest inventories.
Students should be sensitized to these
factors and encouraged to consider them
as well when identifying vocational options. Use of value clarification activities,
values inventories, and career information
can be helpful in identifying likely sources
of extrinsic satisfaction.
In conclusion, school psychologists
are increasingly likely to fmd themselves
involved in either the establishment or
implementation of vocational interest
assessment programs as a result of the
Perkins Act. The selection of an appropriate vocational interest inventory to use
with students requires familiarity with an
instruments psychometric characteristics, the occupational areas assessed,the
reading level required, and the length of
time required for administration and
scoring. Such characteristics must be
matched to the students educational and
vocational aspirations, and to the logistical concerns and resources specific to
each individual school system. Proper
that occupation, and then to reassess their
interpretation of interest inventory results
interest in those tasks.
necessitates an understanding of the
Although users of interest inventories
approach taken in inventory development
need to acknowledge
the possibility of (i.e., people-similar vs. activity-similar

High School
(10-12)

Educational
Level

Non-College
Bound

College
Bound

Educational
Goal-

Recommended

Low

High

LOW

High

Reading
Level

___-~-~

Instruments

TABLE 3
to Educational

Goal, and Reading Level

Inclusion of college major scales makes it particularly appropriate

juniors and seniors; posses adequate psychometric characteristics,
quires machine scoring.

Considers a wide variety of occupational areas, eliminates reading, can

be self-administered and self scored reliably; includes occupational information which is updated every two years.

KOIS

CDM (audio cassete)

Recommended for students with a 6th grade reading level, includes college major scales, possesses adequate psychometric characteristics, requires machine scoring.
Considers a wide variety of occupational areas; is based upon a well researched theory of vocational development; can be self administered
and self scored.
Designed specifically for non-college bound students; cheap but expensive to administer and score; requires machine scoring; possesses adequate psychometric characteristics.
Designed specifically for non-college bound students; eliminates reading
requirement; can be modified for use with blind and mentally retarded
students, cheap but expensive to score.
Considers a wide variety of occupational areas, eliminates reading, can
be self administered and self-scored reliably; includes occupational information which is updated every two years.

KOIS

SDS

CA1

CA1 (audio cassette)

CDM (audio cassette)

for
re-

Considers a wide variety of occupational areas; is based upon a well researched theory of vocational choice; can be self administered and self
scored resulting in time savings.

Rationale/Remarks

Level, Vocational

SDS

Recommended
Instrument(s)

According

Non-College
Bound

College
Bound

Educational
Goal

Low

High

Low

High

Reading
Level

Assesses broad interest areas which encourage further exploration; use

with low socioeconomic groups is questionable; possesses excellent psychometric characteristics; lengthy administration
time.
Considers a wide variety of occupational areas which encourages exploration; is based upon a well researched theory of vocational choice; can
be self administered and self scored resulting in time savings.
Pictorially based and requires no reading; standardization
on mentally
retarded and learning disabled populations; limited range of occupations surveyed; validity has been questioned.
Considers a wide variety of occupational areas, eliminates reading, can
be self administered and self-scored reliably; includes occupational information which is updated every two years.

JVIS

SDS

RFVII*

CDM (audio cassette)

interpretation.

Requires a 4th grade reading level; considers a wide variety of occupational areas; is based upon a well researched theory of vocational choice; can be self administered and self scored.

Considers a wide variety of occupational areas, eliminates reading, can

be self administered and self scored reliably; includes occupational information which is updated every two years.

Assess broad interest areas which encourage further exploration; use

with low socioeconomic groups is questionable; possesses excellent psychometric characteristics; lengthy administration time.

Rationale/&emarks

SDS (Form E)

CDM (audio cassete)

JVIS

Recommended
Instrument(s)

*Recommended with reservation; caution is advised regarding

Note= High reading level = above 6th grade
Low reading level = 6th grade or below

Junior High
School
(7-W

Educational
Level

(Table 3, continued)

School Psychokgy

690

Review, 1988, Vol. 17, No. 4

TABLE 4
Test Publishers/Distributors
American Guidance Service
Publishers Building
P.O. Box 99
Circle Pines, MN 55014-1796
EDITS/Educational
& Industrial
P.O. Box 7234
San Diego, CA 92107

Science Reserch Associates, Inc.

115 N. Wacker Drive
Chicago, IL 60606
Testing Service

National Computer Systems

P.O. Box 1416
Minneapolis, MN 55440
PESCO
21 Paulding St.
Pleasantville, NY 10570
Psychological Assessment Resources, Inc.
P.O. Box 998
Odessa, FL 33556

Slosson Educational Publications, Inc.

P.O. Box 280
East Aurora, NY 14052
The Psychological Corporation
7500 Old Oak Blvd.
Cleveland, OH 44130
Valpar International
3801 E. 34th St.
Tucson, AZ 85713
Vocational Research Institute
1700 Sansom St.
Philadelphia, PA 19103

Research Psychologists Press

Goshen, NY 10924

Vocational Research Institute

2100 Arch Street
Philadelphia, PA 19103

Scholastic Testing Services, Inc.

480 Meyer Road
Bensenville, IL 60106

Western Psychological Services

1203 1 Wilshire Blvd.
Los Angeles, CA 90025

approaches). Ideally, interest assessment

should include measures of manifest and
stated interests (as well as inventoried
interests) and should be part of a more
comprehensive
vocational
evaluation
including the assessment of aptitudes and
work habits. It is hoped that this article
has provided school psychologists with an
initial base of information
pertinent
to
their involvement
in such assessments.

Campbell, N. J. (1985). The Self-directed Search. In

D. J. Keyser & R. C. Sweetland (Eds.), Test Critiques
(pp. 697-705). Kansas City, Missouri: Test Corp.
of America.

REFERENCES
Abraham, N, M., Neumann, I. & Githens, W. H. (1971).
Faking vocational interests: Simulated vs. real life
motivation. Personnel Psychology, 24,5-12.
Anastasi, A. (1982). Psycho&gical testing (5th ed.).
New York: Macmillan Publishing Co. Inc.
Becker, R. L. (1981). Revised Reading-Bee
Viational In&ret Inventory Manual. Columbus, OH:
Elbern Publications.
Bodden, J. L (1978). Review of Career Assessment
Inventory. In 0. K. Buros (Ed.), The Eighth Mental
Measuremmts
Yearbook (pp. 1548- 1549). Highland Park, NJ: The Gryphon Press.
Botterbusch, K. F., & Michael, N. (1985). Psychological testing in vocational evaluation. Menomonie,
Wis.: Materials Development Center.

Campbell, D. P., & Hansen, J. C. (1981). Manualfor

the Strong Campbell Interest Inventory (3rd ed.).
Stanford, CA: Stanford University Press.
Capps, C. F., Levinson, E. M., & Hohenshil, T, H. (1985).
Vocational aspects of psychological assessment:
Part III. NASP Cowmunique, 13(5), 5-6.
Covington, J. E. (1983). A review of the Jaclcson
Vocational Interest Survey. J. T. Kapes & M. M.
Mastie (Eds.). A Counselors Guide to Vocational
Guidance Instruments. (pp. 64-68). Falls Church,
VA: National Vocational Guidance Association.
Crites, J. 0. (1983). A review of the Self-Directed
Search. In J. T. Kapes & M. M. Mastie (Eds.), A
Counselors Guide to Vocational Guidance Instruments. (88-91). Falls Church, VA: National Vocational Guidance Association.
Dansky, H., Harris, J. A. & Gannaway, T. W. (1985).
Manual for the Vocational Research Interest
Inventory. Philadelphia, PA: Vocational Research
Institute.
Dansky, H., Lindsey, R., Harris, J. A., Gannaway, T.
W. (1986). Manual for the Vocational Research
Interest Inventory Soflware Vision. Philadelphia,
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