Career counseling is described as the process of assisting clients in the development of a life-career with focus on the definition of the worker role and how that role interacts with other life roles (Ncda.org, 2015) The main purpose of a career counselling is to help clients in finding a career that is suitable for the kind of person they are as well as their interest, personality and needs. The primary purpose of career assessment is to provide measurements that are accurate and dependable (ACA, Code of Ethics, 2015). Assessment skills are not only required in only the first phase of counseling, they are important throughout the entire therapeutic process. The process of choosing a career frequently begins with self-assessment. (Career.utk.edu,
It is a process of gathering and interpreting evidence to make judgments about student learning. It can be used to practice, plan curriculum, and to reflect on teachers teaching method. It also help us to provide information to parents, children and also administrators. Different ways of assessment are being used to allow the teacher to decide which instructional strategies are essential and which need to be changed. Formative, summative, traditional, alternate are ways of assessment.
Career Counselling Career Counselling is the process by which the client will be empowered through the gain of greater understanding of themselves through various ways. One main way would be through the role of assessments carried out by a professionally trained counsellor. This paper will explore the purpose of assessments as well as the various responsibilities that come along with carrying it out. Assessments are an important and necessary element of career counselling as it enables am clearer understanding of the client. Its main purpose is to find out what the issues are, which would then allow the counsellor to come out with a plan (Lilienfeld & O’Donohue, 2012).
(Bransford, Brown, and Cocking, 1999) Individuals acquire a skill much more rapidly if they receive feedback about the correctness of what they have done. One of the most important roles for assessment is the provision of timely and informative feedback to students during instruction and learning so that their practice of a skill and its subsequent acquisition will be effective and efficient. (Pellegrino, Chudowsky, and Glaser, 2001) Types of
If the client lacks awareness or has a short attention span, they may not be able to understand and answer the questions they are being asked. For the assessment to be completed the nurse may need to have several meetings with the client for this to happen. Another factor that can affect the assessment process is the client’s health status. The nurse may have difficulties getting the client to engage in the process if they are anxious, tired or in pain. The information gathered may not be as accurate to when the client isn’t experiencing anxiety or pain.
Variables, events, and other factors that block the counseling process. In order to explore other blocks of therapy, one must appreciate what constitutes a successful counseling process. Effective counseling processes are contingent on the existence of a cognitive component that governs the course of talk therapy. The author believes that this cognitive component depends upon the biological and social factors present in the client’s life, and the client needs to be able to participate actively in therapy with a sense of responsibility while the counselor utilizes their learned skills and techniques. There are various levels of participation required depending on what outcomes are considered successful.
Significance of the Study The crucial role of assessment in teaching and learning has been well recognized by many researchers. For instance, Anderson (1990) puts forward that assessment plays a critical and leading role in pedagogy. In other words, assessing studentsʼ achievement and learning is an essential prerequisite for every educational system. The view is echoed by Black and William (1998b) who remark that assessment is integral to learning. Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16).
Royal College of nursing (2009) states that effective assessment can be done by direct observation, testimony from peers or service uses. The feedback from colleagues and patients makes it easier for mentor to make a decision and reassurance (Hand 2006). According to NMC (2008) mentors must always be fair and open to student’s learning development in the clinical placement. Accurately assessment helps the student to identify they learning needs and how to improve the performance (Walsh 2014). Hunt (2014) study showed that mentors need to be confident, competent and have knowledge to understand something instinctively without the need for conscious reasoning from factual student’s concerns in order to provide coherent assessment evidence.
Mitchell and Krumboltz (2012) also argues that a barrier to set goals and to make satisfying choices is to have irrational believes about certain aspects such as career choices and development. Amundson (2009) suggest that clients need to identify these irrational beliefs to move past them and it is therefore important for the career counsellor to help clients identify them. According to the career decision-making theory, the primary focus of decision making and career development is learning through experiences and human interaction (Mitchell & Krumboltz, 2012). The third proposition of the happenstance theory states that it is important to focus on client behaviour (Krumboltz, 2009). “The success of counselling is assessed by what the client accomplishes in the real world outside the counselling session” (Krumboltz, 2009).
He pointed out that assessment should concentrate on assisting teachers to amend the direction they use assessment results, they should improve the character of their classroom assessments, and adjust their assessments with valued learning goals and district standards. Assessment of learners is serious because decisions are made on the capability of teachers to know their learners and to match activities with exact assessments. When teachers ' classroom assessments become a vital component of the instructional process and a key component in their attempts to help scholars learn, the benefits of appraisal for both scholars and instructors will be unlimited (Gonzales, 2015). The efficiency of assessment is attained if it is specific (Sarwar, 2010). Student’s strengths and weaknesses must be known in order for the teachers to help learning.