受試者中心量表結果解釋模式及個別解釋實例

Examinee-Centered Model of Inventory Result Interpretation and Individual Interpretation Examples

標準化量表的效度，除著重內容效度、效標關聯效度及建構效度外，更應著重使用 者效度。本文提出兼具自評與量表結果的受試者中心解釋模式，首先請受試者探討其作 答態度與感受，再請受試者說明量表中各分量表的意義，再請受試者自評其在各分量表 的高低，隨後與受試者從「自評結果與量表結果之比較」、「各分量表之比較」來討論 施測結果，最後與受試者共同討論行動計畫。此歷程不僅可避免量表可能產生的測驗誤 差，更能協助受試者進行深入的自我探索，進行整體性的生涯輔導。本文以「青年工作 價值觀量表」為例，解釋一名大專校院生，呈現解釋前應準備事宜、解釋歷程及呈現解 釋報告。

Emphasis on the validity of standardized inventories should be placed on user validity in addition to content validity, criterion-related validity, and construct validity. This study proposed an examinee-centered model of self-assessment and inventory result interpretation. First, examinees were asked to discuss their attitudes and feelings toward answering questions. Then, they were asked to explain the significance of various sub-inventories of an inventory, and re-evaluate their scores for the sub-inventories by themselves. Subsequently, test results were discussed with examinees from the perspectives of a “comparison between self-assessment results and inventory results” and a “comparison between various subinventories.” Lastly, an action plan was jointly discussed with examinees. This process not only helped to avoid possible errors in tests using inventories, but also assisted examinees in conducting in-depth self-exploration, in order to facilitate comprehensive career counseling.
Taking the Youth Work Values Inventory for example, it explains what a college student should prepare before giving an interpretation, during the interpretation process, and giving an interpretation report.