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