ABSTRACT
The career literature regularly portrays career assessment as being on a continuum from quantitative through to qualitative career assessment (e.g. Sampson, 2009). One could reconceptualise this portrayal, or – in the theoretical language of our times – reconstruct it, to a simile of a seesaw in order to better reflect the changing dominance of these two approaches to assessment since the birth of vocational psychology at the start of the last century.
