OK, well it's actually developed for students in grades 5-12 in Rhode Island, but we didn't see why we couldn't share it with everyone.
The online test takes about 5 minutes and consists of roughly 100 or so questions. The questions are basic and participants only have three choices to select from when answering: like, dislike, or not sure. At the end, it gives a brief overview of interests and work values, and then lists several possible career paths.
W2G is not as formal as Myers-Briggs. So, when experimenting with this application, don't expect an in-depth examination of your personality or lifestyle. What you should be anticipating is a simple questionnaire asking what fields you can imagine yourself working in. For example, one of the questions is, "How would you like to build kitchen cabinets?"
The objective is to show students the purpose of the schoolwork at hand. If a student has passion to become a veterinarian or video game programmer, he/she needs to also have a passion for math and science. Not because universities say so or because their parents enforce rigid study laws, but because those subjects make a difference in the field. School matters. What a student concentrates on matters. And, of course, the student's natural abilities and interests matter.
But, there's more to this site than helping students figure out possible career paths. There's an array of resources including career-planning portfolios, high school-planning portfolios, college-planning portfolios, and financial aid portfolios. Students can also write in virtual journals, recording their questions and thoughts, ask for guidance, link to external resource sites, fill out college applications, take surveys, and participate in blog conversations.
W2G is not just for kids either! There are tools for teachers and advisers to help kids connect to school—and stay connected. There's also a section where teachers can track kids' work such as who has completed what surveys. Your school might not be in RI, but, this is one site worth exploring.
