CN 542/Newgent/Fall 2014 1

CN 542: Assessment Techniques in Counseling

Fall 2014

Instructor: Rebecca Newgent, Ph.D., L.C.P.C., NCC Class Day: Tuesday

Office: QC Complex 2421 Class Hours: 4:00-6:30 pm

Telephone: 309.762.1876

Fax: 309.762.6989

Meeting Room: QC Complex 2116

E-mail: RA-Newgent@wiu.edu Office Hours:

Mondays 12-1 and 2-3

Tuesdays 1:30-2:30

Wednesdays 2:30-3:30

I. Catalog Description: Principles of measurement and assessment. The use of various assessment

instruments, achievement, aptitude, intelligence, interests, and personality. Supervision in administering,

scoring, and interpreting of individual evaluation methods. 3 semester credit hours.

II. Relationship to Knowledge Base: This course is a core course in the area of counseling. The purpose of

this course is to improve the knowledge and understanding of school and clinical mental health counseling

students by giving them a basis for evaluating different measurement procedures, for knowing what each

signifies, and how much confidence can be placed in each. In order to promote the ethical use of

assessment procedures, the course will cover the process of preparing test exercises, the general criteria of

validity and reliability, and the different ways of reporting test scores. Additionally, this course will cover

how to evaluate techniques and instruments commonly used for appraising human characteristics.

III. Textbooks and Technology and Other Resources:

Required Text(s)

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th Ed.). Washington, D.C: Author. Available: www.psych.org

Drummond, R., & Jones, K. D. (2010). Assessment procedures for counselors and helping professionals

(7th ed.). Boston: Pearson. Available: www.pearsonhighered.com

Zimmerman, M. (2013). Interview guide for evaluating DSM-5 psychiatric disorders and the mental status

examination. East Greenwich, RI: Psych Products Press.

Assessment Instruments (i.e., NEO PI-3, STAI) will be provided by the instructor.

Technology Links

Association for Assessment and Research in Counseling

http://aarc-counseling.org/

Code of Fair Testing Practices in Education

http://aarc-counseling.org/assets/cms/uploads/files/codefair.pdf

Fair Assess Coalition on Testing

http://www.fairaccess.org/

Responsibilities of Users of Standardized Tests

http://aarc-counseling.org/assets/cms/uploads/files/rust.pdf

Other Resources

Western Illinois University – Quad Cities

College of Education and Human Services

Department of Counselor Education

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Burros Institute of Mental Measurements http://buros.org/

Counseling Outcome Research and Evaluation http://cor.sagepub.com/

Measurement and Evaluation in Counseling and Development http://mec.sagepub.com/

Websites with Online Tests

4therapy.com: http: //www.4therapy.com/consumer/assessment/

The ACT: http://www.actstudent.org/sampletest/index.html

AllTheTests.com

Eq.org: www.eq.org/EQ_Tools/Assessment/

HelpSelf.com: http://www.helpself.com/quiz.htm

HumanMetrics: http://www.humanmetrics.com/

IQ and Personality Tests: http://www.davideck.com/

List of links to online personality tests: http://www.2h.com/personality-tests.html

Mental Health Net: http://mentalhelp.net/poc/view_index.php?idx=83

MindMedia: http://www.mindmedia.com

My Skills Profile: http://www.myskillsprofile.com/

New York University, Psychiatry: http://www.med.nyu.edu/Psych/public.html

Online psych: http://www.allhealth.com/onlinepsych/

Personality Page: www.personalitypage.com

Psychological Assessment Online: http://wso.net/assessment/index.htm

Psychology Today online tests: http://www.psychologytoday.com/HTDocs/prod/ptoselftest/self_test.asp

Psych-Central: http://www.psych-central.com/online1.htm

Queendom: http://www.queendom.com/tests/alltests.html

Shrintank: http://www.shrinktank.com/testing.htm

SelfAssessmentCenter.com: http://www.selfassessmentcenter.com/

SelfGrowth.com: http://www.selfgrowth.com/test.html

Test Pre Review: http://www.testprepreview.com/

Tickle: http://www.tickle.com/

VALS (Values and Lifestyles Survey): http://www.sric-bi.com/VALS/presurvey.shtml

WesternOnline

This course will utilize certain aspects of WesternOnline. It is the student's responsibility to know their

individual WIU ecom and passwords in order to access course materials.

IV. Course Requirements:

Assessment report (maximum gain 20 pts.) – You will administer the NEO PI-3 and the STAI to

yourself , interpret it, and we will discuss how to write up an assessment report during class. Specific

format guidelines will be provided. A deduction of 10% of points earned for each week or part of each

week that the assignment is late will occur (for any reason that the assignment was late - ADA exception

noted). This is an INDIVIDUAL assignment.

Test critique (maximum gain 10 pts.) – Complete and present 1 test critique on an assessment that you

find in Tests in Print or the Mental Measurement Yearbook. Provide copies of your critique for all class

members and instructor(s). A deduction of 10% of points earned for each week or part of each week that

the assignment is late will occur (for any reason that the assignment was late - ADA exception noted). This

is an INDIVIDUAL assignment.

Classroom activities and participation (maximum gain 30 pts.) - Students will be required to actively

and voluntarily participate in class activities and class discussion in order to reap the full benefit of this

course. This course will utilize lecture/discussion/role-play/presentations, experiential learning and

individual assessment, administration, and interpretation of assessment instruments. Part of class time will

be in the application and processing of information NOT included in your texts. Appropriate participation

includes behaviors and attitudes consistent with that of a counseling professional. Mere attendance does

not count as participation. Side conversations (defined as conversation of any type that is not part of the

entire class discussion or current activity), inappropriate or disrespectful behaviors or statements, and

CN 542/Newgent/Fall 2014 3

tardiness to class are not considered appropriate participation and may result in dismissal from the course.

Appropriate participation also includes addressing concerns/issues directly with the faculty/student with

whom you have the concerns/issues (See statement of expectations for further explanation). Due to their

very nature, classroom activities cannot be made up.

Classroom Activities

Interview guide role play – 3 pts.

Technology and assessment – 2 pts.

Case studies in assessment – 2 pts.

Ethical issues case studies and analysis – 2 pts.

Statistical and psychometric concepts workbook – 1 pt. each day for a total of 2 pts.

NEO PI-3 training – 2 pts.

STAI training – 2 pts.

WRAT-4 training – 2 pts.

Finalizing your assessment report – 2 pts.

Academic and career planning – 2 pts.

Needs assessment and program evaluation; Assessment of giftedness – 2 pts.

Social, cultural, and other issues of diversity case studies and analysis – 2 pts.

Testing immersion day (demonstrating your new knowledge) – 5 pts.

Comprehensive final exam (maximum gain 40 pts.) – You will receive the final exam the week prior to

finals and it is due by 6:30 pm on the Tuesday of finals week. The final exam will be comprehensive. Your

answers must be presented in AOA 6th ed. Format and written at Bloom's Revised Taxonomy levels 3-4 or

higher. If you do not turn in your exam by the time indicated (due to documented illness from an M.D.

indicating that you were incapacitated) you may turn in your exam within 48 hours of the time the final

exam was originally due with no penalty. If you do not meet this criteria you may turn in your exam within

48 hours of the time the final exam was originally due with a 10% reduction of points earned. Exams not

turned in as indicated above will receive a 0. This is an INDIVIDUAL or GROUP assignment if turned in

on time. This is an INDIVIDUAL assignment if not turned in on time.

Extra credit – Option #1 (maximum gain 5 pts.) – Five points extra credit will be awarded to students

who attend both days of the AARC conference in the Quad Cities this September. This is an optional

activity and is not required. There is a financial cost associated. See: http://aarc-counseling.org/news

Extra credit – Option #2 (maximum gain 3 pts.). – Three points extra credit will be awarded to students

who submit their graded AND corrected Test Critique to AARC Newsnotes. See http://aarc-counseling.org

for further information. Students must submit a verification of submission receipt from AARC.

V. Methods of Assessment:

It is expected that enrolled students will (a) read the assigned textbooks and literature prior to class, (b)

appropriately participate in class discussions, role-plays, and other activities, and (c) turn in assignments no

later than the beginning of class on the day they are due.

Points earned through the following activities will determine final grades:

Activity Maximum Points

Assessment report 20

Test critique 10

Classroom activities and participation 30

Comprehensive final examination 40

Grading Scale

A = 100 - 93 B = 92 - 85 C = 84 - 77 D = 76 - 69 F = Below 69

CN 542/Newgent/Fall 2014 4

VI. Class Policies:

Attendance

Students are expected to be diligent in the pursuit of their studies and in their class attendance. Students

have the responsibility of making arrangements satisfactory to the instructor regarding all absences. Such

arrangements should be made prior to the absence if possible. Policies of making up work missed as a

result of absence are at the discretion of the instructor, and students should inform themselves at the

beginning of each semester concerning the policies of their instructors.

Attendance is expected at all scheduled class meetings. The nature of counseling courses dictates the

necessity for your attendance. Counseling CANNOT be learned from a book. Counseling courses are

experiential in nature and missed experiences will have a natural negative consequence on your

performance, abilities, and learning and will impact your opportunities for appropriate participation. These

natural consequences in turn will have a logical negative consequence on your grade.

If class starts prior to your arrival please wait patiently for one of your fellow students to open the door at a

time that is not disruptive to their learning process.

Late Assignments

All assignments must be completed and turned it at the time indicated by the instructor. THIS MEANS IF

YOU ARE ABSENT THAT DAY YOUR WORK IS STILL DUE! Exceptions are only made through

written and confirmed verification through the student’s ADA advisor. Exceptions are NOT retroactive.

Illnesses that are undocumented by ADA do not qualify for reasonable accommodation. It is expected that

the student will provide the ADA advisor with a copy of the syllabus and course outline so appropriate

decisions can be made. Incompletes and extensions on incompletes will be granted only in the case of

DOCUMENTED AND VERIFIED extraordinary circumstance provided in a timely manner as indicated

by the course instructor. See activity assignments for further explanation on each activity. See activity

assignments for further explanation on each activity.

Written Assignments

All written assignments must comply with APA 6th ed. (2010) format and be consistent with Bloom's

(2004) Revised Taxonomy levels 3-6. Any student who is having difficulty with APA writing style or

graduate-level writing is strongly encouraged to receive assistance at the Writing Center.

Academic Integrity

Academic dishonesty involves acts, which may subvert or compromise the integrity of the educational

process at Western Illinois University. Included is an act by which a student gains or attempts to gain an

academic advantage for himself or herself or another by misrepresenting his or her or another's work or by

interfering with the completion, submission, or evaluation of work.

The application of Western Illinois University's Academic Honesty Code, as stated in the Graduate

Catalog, will be fully adhered to in this course. Suspected plagiarism or other forms of academic

dishonesty will immediately enact an investigation as dictated by the Office of Judicial Affairs and the

Code. Grades and degrees earned by dishonest means devalue those earned by all students. This includes

using all or part of an assignment/project/etc. from one class for another class without the prior consent of

both instructors. It also includes collaborating on an assignment when it was assigned as an individual

assignment (Note: all assignments are considered individual unless otherwise indicated).

Western Illinois University is dedicated to the discovery and communication of knowledge. The Univesity

can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For

this reason, and to insure that the academic work of all students will be fairly evaluated, the University

strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating

and plagiarism. Please refer to the complete student academic integrity policy online at:

http://www.wiu.edu/policies/acintegrity.php for information on penalties for academic dishonesty and the

University's appeal procedure for students charged with academic dishonesty.

CN 542/Newgent/Fall 2014 5

Communication Devices

If there is an emergency situation, which necessitates leaving on a cellular phone or other communication

device, please speak with the instructor.

VII. Course Objectives/Outcomes/Standards and Assessment

Objectives Standards Assessment

Understand historical perspectives

concerning the nature and meaning

of assessment.

CACREP II7a

Comprehensive final examination

Understand basic concepts of

standardized and nonstandardized

testing and other assessment

techniques including norm-

referenced and criterion-referenced

assessment, environmental

assessment, performance

assessment, individual and group

test and inventory methods,

psychological testing, and

behavioral observations.

CACREP II7b

Comprehensive final examination

Understand statistical concepts,

including scales of measurement,

measures of central tendency,

indices of variability, shapes and

types of distributions, and

correlations.

CACREP II7c

Comprehensive final examination

Understand reliability (i.e., theory of

measurement error, models of

reliability, and the use of reliability

information).

CACREP II7d

Test critique

Understand validity (i.e., evidence of

validity, types of validity, and the

relationship between reliability and

validity).

CACREP II7e

Test critique

Understand social and cultural

factors related to the assessment and

evaluation of individuals, groups,

and specific populations.

CACREP II7f

Classroom activity

Understand ethical strategies for

selecting, administering, and

interpreting assessment and

evaluation instruments and

techniques in counseling.

CACREP II7g

Classroom activity

Understand principles, models, and

applications of needs assessment,

program evaluation, and use of

findings to effect program

modifications.

CACREP II7h Classroom activity

Understand general principles and

methods of case conceptualization,

assessment, and/or diagnoses of

mental and emotional status.

CACREP II7i

Assessment report

Understand how to apply knowledge

about individual appraisal by using

ISBE 8C Classroom activity

CN 542/Newgent/Fall 2014 6

tests and non-test information to

assist students with academic and

career planning.

Understand the purposes and

meaning of assessment from

multiple perspectives; historical,

sociological, and educational.

ISBE 13A Comprehensive final examination

Understand the basic concepts of

standardized and non-standardized

testing and other assessment

techniques.

ISBE 13B Comprehensive final examination

Understand the use of technology in

assessment.

ISBE 13D Classroom activity

Understand the statistical concepts,

including scales of measurement,

measures of central tendency,

indices of variability, shapes and

types of distributions, and

correlation.

ISBE 13E Comprehensive final examination

Understand reliability (theory of

measurement error, models of

reliability and the use of reliability

information) and validity (evidence

of validity, types of validity), the

relationship between reliability and

validity.

ISBE 13F Test critique

Understand the implications of age,

gender, sexual orientation, ethnicity,

language, disability, culture,

spirituality, and other factors related

to assessment and evaluation.

ISBE 13G Classroom activity

Analyze testing information needed

and select appropriate tests, methods

and/or materials to gather

information and/or perform

assessments.

ISBE 13H Test critique

Use various strategies for selecting,

administering, and interpreting

assessment and evaluation

instruments and techniques in

counseling.

ISBE 13I Classroom activity

Interpret and accurately use the

statistical concepts, including scales

of measurement, measures of central

tendency, indices of variability,

shapes and types of distributions,

and correlations.

ISBE 13J Classroom activity

Accurately select and interpret

assessment tools based on reliability

and validity when appropriate.

ISBE 13K Test critique

Interpret assessments accurately

with the understanding of diversity

and its implications.

ISBE 13L Assessment report

Use and apply appropriate

technology in assessment.

ISBE 13M Classroom activity

CN 542/Newgent/Fall 2014 7

VIII. Instructional Methods and Activities:

Assessment Techniques in Counseling will utilize lecture/discussion/role-plays/presentations, experiential

learning and assessment. A good portion of class time will be spent in the application and processing of

information NOT included in your texts.

Content

models for test use and selection locating and selecting tests

components of the psychiatric evaluation communicating test results

beginning the psychiatric interview mental status examination

brief psychosocial history current psychosocial functioning

historical and philosophical foundations of assessment

statistical concepts understanding test scores

validity reliability

process and procedures of testing legal and ethical concerns and issues in testing

ability and intelligence testing aptitude testing

the assessment of achievement personality testing

clinical assessment assessment of development

environmental assessment the computer in assessment

working with diverse populations assessment issues in education

IX. Student Information:

Ethical Behavior Statement

The Department of Counselor Education provides an environment in which students’ rights and

responsibilities are respected and by respecting the dignity and worth of each student. A student’s progress

in the program may be interrupted for failure to comply with academic standards or if a student’s

interpersonal or emotional status interferes with education/training related requirement for self or others. In

order to ensure proper training and client care, a counselor in-training must abide by relevant ethical codes

and demonstrate professional knowledge, technical and personal skills, professions attitudes, and

professional dispositions as outlined in:

Engels, Minton, Ray, & Associates. (2010). The professional counselor (4th ed). Alexandria,VA: American

Counseling Association.

Violations of any ethical standards are grounds for immediate removal from the course and/or the WIU

Department of Counselor Education. Failure to demonstrate professional attitudes and dispositions will

result in a student being placed on a Remediation Plan to correct these deficiencies. These factors are

evaluated based on student’s academic performance and ability to convey warmth, genuineness, respect,

and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the

ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility,

and be able to express feelings appropriately and resolve conflicts effectively.

Statement of Expectations

The department of counselor education is charged with the dual task of nurturing the development of

counselors-in-training and ensuring quality client care. In order to fulfill these dual responsibilities faculty

must evaluate students based on their academic, professional, and personal qualities. A student's progress in

the program may be interrupted for failure to comply with academic standards or if a student's interpersonal

or emotional status interferes with being able to provide ethical services to clients. For example, in order to

ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and

demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and

professional character. These factors are evaluated based on one's academic performance and one's ability

to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and

faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact

on others, accept personal responsibility, and be able to express feelings effectively and appropriately

(including interactions using electronic and social media platforms). Any student deemed by the

CN 542/Newgent/Fall 2014 8

instructor to be exhibiting inappropriate, disruptive, or offensive behavior during class or having a

disrespectful attitude will be dismissed immediately from class and may not return until remediation plan

has been developed and implemented

Americans with Disabilities Act – Statement

In accordance with University policy and the Americans with Disabilities Act (ADA), academic

accommodations may be made for any student who notifies the instructor of the need for an

accommodation. For the instructor to provide the proper accommodation(s), you must obtain

documentation of the need for an accommodation through Disability Support Services and provide it to the

instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as

he/she is not legally permitted to inquire about such particular needs of students. Students who may require

special assistance in emergency evacuations (i.e., fire, tornado, etc.) should contact the instructor as to the

most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 309-

298-2512 for additional services.

It is the student’s responsibility to request accommodations each term. To request academic

accommodations, students are required to complete a series of steps, before or at the beginning of each

term. Students registered with the ADA Office may request accommodations at any point during the term,

but accommodations are only granted from the date faculty are notified by the student with an official

Accommodation letter from the ADA Office. For instance, a student may take the first exam in a particular

class without using accommodations for which the student is eligible. The student may decide to activate

accommodations for the second exam. Thus, the student would receive accommodations from the second

exam forward. Furthermore, students have an obligation to inform the University in a timely manner of

accommodation requests. Students who fail to give sufficient notice of accommodation requests may not

receive accommodations.

Students are required to deliver and discuss Accommodation letters with faculty before accommodations

will be implemented. Instructors are not obligated to provide accommodations until such time they are

notified by official hand delivered letters to do so. Also, accommodations are not retroactive. In other

words, faculty are not obligated to accommodate prior exams, assignments, or any course related activity

before an Accommodation Letter is delivered and discussed.

Students are entitled to appeal accommodations decisions of the ADA Office, Faculty, or other University

entities.

Counseling & Career Center

Information regarding counseling and career services is available by contacting Student Services at 309-

762-9481, ext. 62236.

Writing & Academic Support Center

One-on-one consultations for assistance with writing assignments are available in the Writing & Academic

Support Center. Professional writing consultants provide help with planning, drafting, and editing of all

types of writing assignments. Call 309-762-9481 or stop by the Center.

Inclement Weather Procedure

In the event of inclement weather (snow, ice, hail, torrential rains, lightening, tornado, etc), check your e-

mail for individual class instruction. Class is automatically cancelled when WIU-Quad Cities Campus is

closed. If the QC campus closes, announcements will be made to major television and radio media (WHBF

TV4, KWQC TV6, and WQAD TV8). Please use common sense and good judgment all other times.

Students may call WIU-QC main phone line at 309-762-9481 to inquire about individual class

cancellations when the University is open but there is inclement weather in the area.

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JCLP2270390511>3.0.CO;2-3

----------------------------------------------------------------------------------------------- -----------------------------------------

Syllabus subject to change.

Any student's name that does not appear on the official class roster will not be permitted to attend class or

take exams without first showing proof of registration.

Instructor provided information trumps text.

Any student who is having difficulty with APA writing style or graduate-level writing should receive

assistance at the Writing Clinic.

Students are responsible to seek clarification of any assignment or activity in this course prior to due date.

Subjective assessment of the instructor is final.

Assignments not turned in at the appropriate time indicated will receive a “0” – ADA exceptions exempt.

Students may request re-evaluation of objective assessment assignments within 48 hours of grade posting.

Please come prepared with documentation to support your answer (i.e., text from class). Grades posted

during the last week of class are not eligible for re-evaluation until the first week of the following semester.

Final (overall) grades are not subject to re-evaluation.

CN 542/Newgent/Fall 2014 12

Assessment Report Outline

Name: D.O.B:

Address: Sex:

Phone: Race/Ethnicity:

E-mail: Date(s) of Interview:

Interviewer: Report Date:

Reason for Referral

Background and History

Psychosocial History

Medical/Counseling Background

Substance Use and Abuse

Educational and Vocational History

Other Pertinent Information

Evaluation Procedures

Behavioral Observations

Assessment Results

NEO Personality Inventory – 3 (NEO PI-3)

State/Trait Anxiety Inventory (STAI)

Diagnostic Impressions

Recommendations

Summary

CN 542/Newgent/Fall 2014 13

ASSESSMENT REPORT GRADING RUBRIC

Maximum gain 20 pts.

Student Name: ____________________________

POINTS

REASON FOR REFERRAL __________ /1

BACKGROUND AND HISTORY __________ /4

EVALUATION PROCEDURES __________ /1

BEHAVIORAL OBSERVATIONS __________ /1

ASSESSMENT RESULTS __________ /9

RECOMMENDATIONS __________ /1

SUMMARY __________ /3

COMPLETED IN APA 6TH EDITION FORMAT (if no, -3) __________

WRITTEN AT BLOOM'S LEVELS 3-4 (if no, -3) __________

TOTAL GAIN __________ /20

Scoring: Outstanding 18-20 points Very Good 16-17 points

Acceptable 14-15 points Below Expectations < 14 points

CN 542/Newgent/Fall 2014 14

Guidelines for the Test Critique

A. General information

a. Title of the test; include edition and forms, if applicable

b. Authors

c. Publisher

d. Dates of publication, include dates of manuals, norms, and supplementary materials

e. Time required to administer

f. Cost of test, booklets, answer sheets, scoring services

B. Brief description of the purpose and nature of the test

a. General type of test; individual, group, performance, aptitude

b. Population for which the test was designed; age range, type of person

c. Nature of the content of the test

d. Subtests and separate scores

e. Item types

C. Practical evaluation

a. Qualitative features of test materials; design of test booklet, editorial control, ease of use,

attractiveness, durability, appropriateness for intended population

b. Ease of administration

c. Clarity of directions

d. Scoring procedures; computer scoring software

e. Face validity of test

f. Need for test-taker rapport

D. Technical evaluation

a. Norms

i. Type of norms/scores

ii. Standardization sample; nature, size, representativeness, procedures for obtaining sample,

subgroup norms

b. Reliability

i. Type

ii. Procedure to establish reliability

iii. Long-term stability

c. Validity

i. Type

ii. Procedure

E. Reviewer comments from Mental Measurements Yearbook AND other sources

F. User qualifications

G. Summery evaluation; major strengths/weaknesses (this is YOUR summary)

H. References

Format

a. 3-4 pages; APA format 6th edition; Bloom's levels 3-4

b. not all of the above information will be available/relevant for all tests

CN 542/Newgent/Fall 2014 15

Test Critique

Complete 1 test critique on an assessment that you find in Tests in Print or the Mental Measurement Yearbook. Provide copies of your critiques for all class members and instructors.

Choice of test must be pre-approved by instructor. See outline included in this syllabus for

further details. Students should take personal responsibility to ensure that they understand all

expectations of this assignment. To be eligible to earn the maximum points, you must utilize

both levels 3 and 4 of Bloom's Revised Taxonomy (2004). Performance below this level will result

in a lower grade. APA 6th ed. format is required.

Objective/Criteria Performance Indicators

Not Acceptable Needs Improvement Meets Expectations

APA 6th ed. Format (0 points) (1 points) (2 points)

Utilization of

Blooms' Revised

Taxonomy levels 5

and 6

(0 points) (1 points) (2 points)

substance,

thoroughness, and

accuracy

(2 points) (4 points) (6 points)

out of 10

*CN 542 Assessment Techniques in Counseling (Schedule) Fall 2014

08/26 Review of Syllabus; Introduction to Class

Reading: Methods and Sources of Assessment Information

Classroom Activity: Interview Guide Role Play

09/02 Classroom Activity: Library Orientation to Literature Search and Testing Materials (technology

and assessment) – Meet in the classroom

Library Work Period for Test Critiques

09/09 Reading: Introduction to Assessment; Selecting, Administering, Scoring, and Interpreting

Assessment Results

Classroom Activity: Case studies in assessment

09/16 Reading: Ethical and Legal Issues in Assessment; ACA Code of Ethics

Classroom Activity: Ethical issues case studies and analysis

09/23 Reading: Statistical Concepts; Understanding Assessment Scores

Classroom Activity: Statistical and psychometric concepts workbook

09/30 Reading: Validity; Reliability

Classroom Activity: Statistical and psychometric concepts workbook

10/07 Due: Test Critique and Presentation

10/14 Reading: Personality Assessment

Classroom Activity: In-class testing; Developing your case study; NEO PI-3 training

10/21 Reading: Clinical Assessment;

Classroom Activity: In-class testing; Developing your case study; STAI training

10/28 Reading: Assessment of Aptitude; Assessment of Achievement

Classroom Activity: In-class testing practice; WRAT-4 training

11/04 Reading: Assessment of Intelligence and General Ability

Classroom Activity: Finalizing your assessment report

11/11 Reading: Career and Employment Assessment

Classroom Activity: Academic and career planning

Due: Assessment Report

11/18 Reading: Assessment in Education

Classroom Activity: Needs assessment and program evaluation; Assessment of giftedness

Due: Extra Credit Opportunity – Option #2

11/25 No Class – Fall Break

12/02 Reading: Assessment Issues with Diverse Populations; Communicating Assessment Results

Classroom Activity: Social, cultural, and other issues of diversity case studies and analysis

12/09 Classroom Activity: Testing Immersion Day (demonstrating you new knowledge)

12/16 Final Comprehensive Examination (see syllabus for instructions)

*Subject to change