1 school counseling powerpoint produced by melinda haley, m.s., new mexico state university. “this...
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School Counseling
PowerPoint produced by Melinda Haley, M.S., New Mexico State University.
“This multimedia product and its contents are protected under copyright law. The following are prohibited by law:• any public performance or display, including transmission of an image over a network;• preparation of any derivative work, including the extraction, in whole or part, of any images;• any rental, lease, or lending of the program.”
“Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
School counselors often:
• Coordinate schoolwide testing.
• Administer educational assessments.
• Interprets test data to parents, teachers and other professionals.
• Counselors collect data on students’ abilities, achievements, interests, attitudes and behaviors.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Assessment Individual Analysis
Comprises the instruments A description of student
used to gather data for behaviors with an
student appraisal. emphasis and strengths.
Interpretation Measurement
A process that explains Assigns a numerical value
and gives meaning to or evaluative description to
various data collected. the trait being studied.
Diagnosis
Gives a specific identification, grouping
and categorization of measurement results.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Standardized Testing
• The use of these tests are very controversial.
• One criticism is that these tests are not usually “culture fair” and are culturally biased.
• Another criticism is that they are not always interpreted fairly or accurately.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Standardization
• A test is a standardized measure when it is administered and scored according to uniform procedures.
• Responsibility for standardizing tests rest with both the developer and the user.
• Standardized tests use norms and standardized samples.
• When reporting results, standardized tests use either age norms or grade norms.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Curve Distribution Theory
• States that on any given trait, individual scores will cluster near the center range of scores and gradually taper off at the extremes.
• The central score is called the mean, median or mode and all are averages of central tendency.
• The statistical term used to describe students who vary from the average score is called the measure of variability.
• There are two types of variability, the range and the standard deviation.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Norm Referenced Tests
• These are tests that compare an individual student’s performance to the performance of a group.
• The student’s score reflects how the student did in comparison to the students upon whom the test was normed.
• Norm-referenced tests are useful in order to understand how a particular student is doing compared to same-aged or grade peers.
• They are not useful to indicate mastery over a particular subject matter.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Criterion-Referenced Tests
• These tests assess a student’s performance in terms of specific standards or learning objectives.
• Test results are reported as the percentage of correct items in a particular knowledge or skill area.
• Teachers and counselors can use these tests to describe the performance of a particular student in relationship to learning goals and objectives.
• These tests are also useful in curriculum development.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Selection of Tests
• Because school counselors are trained in tests and measurements, they are often called upon to help select tests used in their schools.
• Some tools counselors use to learn about tests are:
– Mental Measurements Yearbook
– Tests in Print
– ERIC Clearinghouse on Assessment and
Evaluation
– Standards for Educational and Psychological
Testing
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Why is a Test Needed?
• If tests are selected arbitrarily, without clear purpose, the benefits of testing are lost.
• In selecting the appropriate test, a counselor must look at what he or she wants to accomplish. What are the goals?
Questions that Need to be Asked
Will the test be administered individually or in groups?
Does the school budget cover the cost of the proposed test?
Does the person administering the test need specialized
training?
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
"Copyright © Allyn & Bacon 2004”
ValidityThe degree to which an
assessment actually measureswhat it says it does.
Content ValidityWhen the items on a test are a fair
representation of the domainof knowledge that the test measures.
Criterion-Related ValidityThe effectiveness of a test in
predicting a student’s performance.
Construct ValidityDoes the test measure the
construct tt is designed to measure?
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Student Appraisal/Assessment
"Copyright © Allyn & Bacon 2004”
ReliabilityThe degree to which anassessment instrument
yields consistentresults.
Reliability CoefficientIt is expressed as a single
digit ranging from +1.00 to -1.00
Example + 0.95
Cop
yright © Allyn & Bacon 200
4”
CorrelationThe degree to which
two variables arerelated.
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Student Appraisal/Assessment
Determining Test Usefulness
• The following questions should help counselors decide which tests might be useful.
– How much time will it take to administer the test?
– Will the test produce useable results?
– Are the test results clear and understandable or do they take interpretation?
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Administration
• Any deviation from required testing procedures threatens the standardization of norm and criterion referenced tests.
• Counselors must follow directions explicitly!
• Three documents can aid counselors in the proper testing procedures:
– Code of Fair Testing Practices in Education
– Standards for Educational and Psychological testing
– Responsibilities of Users of Standardized Tests
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Interpretation
• Accurate analysis of test scores is critical in helping counselors and administrators provide adequate instruction, proper placement, and in assisting students.
• Counselors use test data to identify student strengths and weaknesses and help students make decisions.
• Counselors often explain and interpret test scores to parents.
• Counselors also use test data to help teachers improve instruction.
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Types of Assessment Instruments
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Achievement Tests
Aptitude Tests
Interest Inventories
Personality Tests
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Student Appraisal/Assessment
Other Assessment Techniques
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Observation
DirectMeasurement
Of Product
FrequencyCounting
IntervalRecordingAnd TimeSampling
Checklists
Anecdotal Records
RatingScales
Interviews
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Student Appraisal/Assessment
Sociometric Methods
• Help teachers and counselors evaluate student relationships.
• Identifies who is popular and who is isolated.
• Sociometric methods should consider the following:
How long has the group of students have been together?
The age of the students.
How large is the group being studied.
Is the activity familiar to the students?
Is the appraisal process appropriate for this group?
"Copyright © Allyn & Bacon 2004”
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Student Appraisal/Assessment
Biographical and Self-Expression Techniques
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Writing (Children write essays about themselves and journal).
Play and Drama (Toys, role-playing, games etc.)
Art Work (Clay, paints, drawing etc.)
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Student Appraisal/Assessment
The DSM-IV-TR and the School Counselor
Counselors should have a working knowledge of the DSM-IV-TR and understand what different diagnoses mean.
"Copyright © Allyn & Bacon 2004”
Axis I: Clinical Disorders
Axis II: Mental Retardation and Personality Disorders
Axis III: General Medical Conditions
Axis IV: Psychosocial and Environmental Problems
Axis V: Global Assessment of Functioning (GAF)
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School Counseling Presentation Resources
Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs, 4th ed. Boston, MA.: Allyn & Bacon.
“Copyright © Allyn & Bacon 2004”
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