Student Reaction to the Kuder

Chapter V: The Use of Appraisal Data by Guidance and Personnel Workers

“…After considering the possible influence of variables, such as school size, academic subjects, and sex differences, they concluded that an acceptable criterion for exceptional performance other than the intelligence quotient must be sought. Arnold (5) and Liddle (22) supported the view that test scores are a foundation upon which one builds, not a finished end product.…”

“…Arnold (5) found that, of a sample of college freshmen who had completed the Kuder Preference Record while still in high school, one-fourth had never had any discussion of their test results; he found a great deal of confusion regarding the differences between interest and aptitude. Arbuckle (4) discovered a lack of agreement between self-perceptions and scores on personality inventories.…”