Assessments Qualitative because it’s not used to gather

numerical data.

The first assessment used in the program will be qualitative in the form of a Venn Diagram activity.  The students will complete a Venn diagram to determine their passions and hobbies, strengths, and skills, and the things they believe the world needs in the future.   This will help the students decide what post-secondary choice they want to make. According to

Hernandez (2018), the directions to the Venn Diagram are as follows:

1. Passions & hobbies: In this circle, write down at least six activities that you like doing. It does not matter how good (or bad) you are at doing them, all that matters is that they make you happy and you enjoy the time you spend doing them. For example, “I like spending time with my pets. I love animals, and they make me happy.”
2. Strengths & skills: In this circle, write down at least six things that you are good at

doing: your natural strengths. They might not be your favorite thing to do, but they should include your natural strengths. For example, “I am naturally good at thinking fast and clear under pressure or in stressful situations.”

3. What the world needs: In this circle, write down at least six things that you think the world needs (more or less of). For example, “I think the world needs to be more compassionate towards animals and stop abusing and exploiting them.”
4. Vocations: In this area, write down any professions, careers, and occupations that involve your passions & hobbies, strengths, and skills, and what you think the world needs. For example, Veterinarian, Zoologist, Animal control officer, Animal trainer, Animal activist, K9 police officer, Animal cruelty investigator, Petsitter, Animal shelter manager, Wildlife

rehabilitator, Marine Biologist, etc. (Hernandez, 2018, p. 3)

Rationale for the Venn Diagram

This low cost, quick and easy activity will be advantageous for high school students.  I believe when a student sees his or her ideas written in a Venn diagram format, it will allow the student to gain perspective about his or her strengths. This visual aid will help the student

determine what post-secondary possibility is best for him or her.  Quantitative because it gathers numerical data

The second assessment in the program is quantitative.  The student will take The Holland Code, a basic personality test to determine what personality traits he or she has.  Holland’s six personality types are: realistic, investigative, artistic, social, enterprising, and conventional. The six personality types overlap with the same six environments in which a person lives.  Holland (1973) proposes a person will search for environments that will let him or her exercise his or her

skills and abilities and express his or her attitudes and values with other like-minded people Rationale here is weak.  Please make yours stronger. (Niles & Harris-Bowlsbey, 2017).   After a student takes The Holland Code, he or she will have better insight in determining what career to have in the future and the avenue the student will take to get there.  Whether it is a two-year, four-year, or technical program, The Holland Code will provide insightful information in the lives of high school seniors.

Communication

To be most effective, the counselor will meet one-on-one to discuss the results of The

Holland Code.  The meeting will allow the counselor and the student to discuss the student’s feelings about his or her future.  The results of the Holland Code will help the student understand what future career he or she may excel in. A discussion of what path he or she will take to secure a future career will be discussed.  A letter will be emailed to the student’s parent informing the parent of the program and the scheduled meeting.  After the first meeting with the student, an email will be sent to the parent inviting the parent to discuss any questions he or she may have about his or her child’s assessment results and plans.

Evaluation

Niles and Harris Bowlsbey (2017) suggest the primary purpose for an evaluation of a program is that it helps determine if the students have met the objectives which were created for them.  Evaluations help improve a program and provide continuous knowledge about program results. This is vital to administrators as they determine if the program is worth the money and resources that are have been invested (Niles & Harris-Bowlsbey, 2017). An evaluation in the form of a survey will be given to the students shortly after the program has ended.  From the survey, knowledge will be obtained on how the program went, whether someone has ideas for changes, or whether there was something that did not work at all. There will be a short response section on the survey so that the student who completes the survey may add any additional comments that they feel are appropriate.