This thesis is concerned with the construction of a test of occupational information which may find practical use in careers education, particularly in British secondary schools. The development of the practice of guidance and careers education is described, with particular emphasis on the place of testing. Previous research on students' reasons for choice and knowledge of occupations is reviewed. The place of occupational information is established in the context of current theories of career development and decision-making. A survey of the practice of careers education emphasises appropriate teaching techniques. A survey of descriptions of occupational characteristics reveals five systems which contribute to the basic structure of the test. The multiple-choice objective type item is justified as the most appropriate form to fulfil the objectives of developing self-awareness and producing a measure, if required, of the students' understanding of the reality of their occupational information in relation to norms provided by Careers Officers and Participants. The test is constructed at two educational levels, tried in a pilot investigation, revised and then used by 1420 students in 57 secondary schools of various types throughout Great Britain. Norms are obtained from 311 Careers Officers and 1221 Participants in 29 selected occupations. The experience of the trials reveals problems which are discussed in terms of the validity of the test, its structure and the use and compilation of norms, I ' inally, suggestions are made for further development of the test for practical use in schools. Problems of basic theoretical research are also raised
