Occupational Aptitude Survey and Interest Schedule

Presentation about Occupational Aptitude Survey and Interest Schedule

1. OASIS – 3:AS Occupational Aptitude Survey and Interest Schedule Randall M. Parker

2. Description The Occupational Aptitude Survey and Interest Schedule-Third Edition (OASIS-3) consists of two related tests: the OASIS-3 Aptitude Survey (AS) and the OASIS-3 Interest Schedule (IS) .

3. Description Teachers, counselors, and other professionals can easily use the OASIS-3 to assist in the career development of students in Grades 8 through 12 and adults. It can be administered individually or in groups. Each test takes from 30 to 45 minutes to administer and can be hand scored or machine scored.

4. OASIS-3 Aptitude Survey (AS)

5. OASIS-3: Aptitude survey Vocabulary Each item contains of at least four words, two of which are either synonyms or antonyms. It has 40 items to be answered within a 9 minute time limit.

6. OASIS-3: Aptitude survey Computation The examinee is required to solve numerical arithmetic and algebra problems. The items are presented in a multiple-choice format, with five alternatives each. It contains 30 items and has a 12-minute time limit.

7. OASIS-3: Aptitude survey Spatial Relations Each item requires the examinee to inspect a two-dimensional figure. The task is to determine which one of four three-dimensional figures can be constructed from the two-dimensional object. It contains 20 items and has an 8-minute time limit.

8. OASIS-3: Aptitude survey Word Comparison It requires the examinee to inspect two sets of symbols (e.g., A.J. Jackson - J.A. Jackson) and to determine whether the two set of words, numbers or nonsense syllables are the same or different. It comprised of 100 items and has 5-minute time limit.

9. OASIS-3: Aptitude survey Marking Marks It requires the examinee to draw three lines in the form of an asterisk in each of a series of 160 boxes as quickly as possible. It has two separately timed sections of 30 seconds each.

10. Technical information The tests were normed on the same national sample of 2,005 individuals from 20 states from 8 th grade through post-secondary education settings.

11. Technical information Validity coefficients with similar subtests of the General Aptitude Battery range from .60 to .80. Median alpha reliabilities range from .70 to .91

12. Administration 1 administrator : 30 examinees

13. scoring Machine Scoring Hand Scoring

14. scoring The raw score for each subtest is simply the number of the correct items. If any multiple-choice item has more than one answer, make a dark line through all the answer “bubbles”.

15. scoring Marking Marks Count each box with three lines approximating the asterisk-shaped symbol shown in the trial, section. Do not count as correct two or fewer lines in a box.

16. scoring Subtest Maximum Raw Score General Ability 70 Vocabulary 40 Computation 30 Spatial Relations 20 Word Comparison 100 Marking Marks 160

17. scoring Student Profile Section I. Find the corresponding percentile and stanine score. Section II. For each score, darken the box 1 stanine above and below the obtained score.

18. scoring 9 8 7 6 5 4 3 2 1 90% Level of Confidence that the Score is within + 1 stanine G This will show the student the band within which his or her score would likely fall if retested. The number of the bottom show the level of confidence that the score would be within + 1 stanine on retest.

19. interpretation

20. 3 Kinds of Scores Raw Scores Percentile Scores Stanines

21. General Guidelines for Interpretation

22. 1. First, caution the students that AS will not predict the kind of work the should do. Also indicate that AS results may change considerably depending on may factors, including new experiences and learning situations. The results may be particularly changeable for students with little knowledge or experience regarding work.

23. However, it can be used to organize a search for occupational information. Also, be sure to clarify the nature of the test. Tell the students that the OASIS – 3: AS is an aptitude survey, not an interest or personality measure.

24. 2. Ask for the examinees’ reactions to the test. Comments by examinees at this point can assist the counselor in understanding the examinees’ attitudes toward tests and feelings about themselves.

25. 3. Hand a copy of the profile to each student and observe the students’ reaction. Pause for a minute or two or until the pupils have scanned the results to their satisfaction and are ready to listen to the interpretation.

26. 4. Some counselors tend to press on with an interpretation, and begin giving information before the students are ready to receive it.

27. 5. Describe the norm or comparison group. Point out that the stanine profile shows bands of scores, indicating the range within which each students would likely score on a test taker.

28. The probabilities of confidence that the scores would fall within + 1 stanine on retest. Also, indicate that to be different, two scales must differ by 2 or more stanines. The confidence that a 2-stanine difference represents a real difference is at least 90%. Use percentile scores to indicate approximately where a students scores compared to the national norm group.

29. 5. Be particularly sensitive to the examinees’ reactions to the results. Encourage the students’ participation in the interpretation process.

30. 6. Do not put yourself in the position of defending the results. Allow the pupils to express their feelings, even if they are negative.

31. 7. Attempt to interpret the results in a way that will stimulate positive self-exploration and environmental exploration by the students. The interpretation should not be imbued with negative, limiting tone. The test results should be described in a positive fashion that opens doors rather than closes the.

32. 8. Near the end of the session, ask each students to verbally summarize what the results mean to him or her. Clarify any distortions that may be present.

33. Bevs ’ percentile Scores GA 57 97 9 VA 33 97 9 NA 21 85 7 SP 12 75 6 PA 27 50 5 MD 63 50 5 RAW SCORE %TILE STANINE

34. Occupations grouped by the estimated minimal level of aptitude needed to perform the work (with Dictionary of Occupational Titles (DOT) and Guide for Occupational Exploration (GOE) Codes)

35. HIGH 67 th – 99 th MEDIUM 34 th – 66 th LOW 1 st – 33th