SOLUTION MANUAL
Assessment for Counselors, 1st edition
By Bradley Erford
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART I
Basic Assessment Concepts
M
Historical Foundations and Perspectives on Assessment
Legal, Ethical, and Diversity Foundations and Perspectives in Assessment
PR
How Tests Are Constructed
Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques
ES
Reliability
Validity
PART II
SI
Clinical Assessment and Diagnosis
VE
Personality Assessment
Behavioral Assessment
Assessment of Intelligence
G
Assessment of Other Aptitudes
R
Assessment of Achievement
AD
Assessment in Career Counseling
Assessing Couples and Families
ES
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Chapter 1: Basic Assessment Concepts
Learning Outcomes
M
When you have finished this chapter, you should be able to:
• Define assessment and its integral role within counseling; understand the difference between assessment and
testing
• Identify the purposes of assessment including screening, diagnosis, progress (outcome) evaluation, and
PR
treatment planning and goal identification
• Recognize how assessment aligns with professional counselor standards and best practices
• Identify different types of assessment including standardardized (formal) and nonstandardized tests; norm-
referenced and criterion-referenced tests; individual and group tests and inventories; objective and subjective
tests; speed and power tests; verbal and nonverbal tests; cognitive and affective tests; paper-and-pencil tests;
performance assessment; portfolio assessment; and environmental assessment
• Understand the difference between formative versus summative evaluation
• Differentiate between and recognize the strengths and limitations of computer-managed and computer-adapted
ES
assessment
Overview
1. Assessment and Counseling
• Assessment is integral to every stage in the counseling process.
SI
• Assessment enhances a counselor’s efficiency in helping a client.
2. What is Assessment?
• Testing is only part of the process.
• Psychological tests are an objective and standardized measure of a sample of behavior.
VE
• The purposes of assessment: screening; diagnosis; treatment planning and goal identification; and progress
(outcome) evaluation.
3. How is Assessment used in Counseling?
• Assessment is used throughout the counseling process:
• Assessing client problems.
• Conceptualizing and defining client problems.
G
• Selecting and implementing effective treatments.
• Evaluating counseling effectiveness.
4. Assessment Competence and Professional Counselors
R
• Multi-method and multi-respondent assessment methods can help counselors uncover diverse client
information.
• Assessment results provide a concrete record and lead to enhanced credibility.
• Training standards for professional counselors through CACREP guide assessment education and practice.
AD
• Professional counseling organizations such as the ACA and its numerous specialty areas promote best
practices.
• Professional counselors should become aware of the laws and regulations pertaining to assessment in their
states.
• Assessment training standards exist to ensure that only qualified individuals can administer, score, and
interpret psychological and educational tests.
ES
5. Assessment Terms and Concepts
• Standardized (formal) and nonstandardized (informal) tests.
• Standardized tests have specific conditions for administration, timing, and scoring that nonstandardized
tests do not.
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• Norm-referenced and criterion-referenced tests.
• Norm-referenced tests allow comparison of a person’s score to the scores of a comparison group with
like characteristics.
• Criterion-referenced tests compare a person’s score to a predetermined score or level of performance.
•
M
Individual and group tests and inventories.
• Objective and subjective tests.
• The examiner uses judgment to determine the quality of a response on subjective, but not objective, tests.
• Speed and power tests.
• Speed tests measure the number of simple items that can be completed in a short time while power tests
PR
include items of varying difficulty with no time limits.
• Verbal and nonverbal tests.
• While verbal tests rely on language usage, nonverbal tests require students to complete some task without
the use of language.
• Cognitive and affective tests.
• Cognitive tests, such as intelligence, aptitude, and achievement tests, measure perceptual, processing,
memory, or reasoning skills, while affective tests assess noncognitive functions like personality,
ES
attitudes, values, and interests.
• Maximum and typical performance measurement.
• Behavioral observations can be direct or indirect.
• Formative versus summative evaluation.
• Formative evaluation occurs throughout a program in order to make adjustments, while summative
evaluation occurs as the end of a program to assess overall outcomes.
•
SI
Paper-and-pencil tests differ from performance (authentic) assessments, which ask examinees to manipulate
materials or select visual stimuli.
• Portfolio assessment allows examinees to display a collection of exemplar works.
• Environmental assessment seeks to modify the environment to best meet the needs of the individual.
• Computer-managed, computer-assisted, and computer-adapted assessment must supplement, not supplant,
VE
the interpretation of clinicians but it does have numerous advantages:
• Time and cost efficiency.
• Better accommodations for clients with disabilities.
• Diminished bias.
• Greater client self-disclosure of sensitive information.
• The ability of counselors to reach geographically isolated clients.
G
6. Supplements: Controversies in Assessment
• Tests label and categorize.
• Concern about the use of labels lies in two areas:
• Tests may be used to mislabel an individual.
R
• Labels may be used as an excuse for a remediable or nonexistent condition.
• While labels are often necessary for obtaining services, counselors must be aware of the potential for
misidentification.
• To test or not to test.
AD
• Testing can be used to make helpful decisions when used appropriately.
• Tests can be used inappropriately if they are misunderstood or misused.
• Resources for students with disabilities or less economic means is often tied to test performance.
• We must focus on how to best use tests to make accurate decisions.
ES
kjhgfd
Assessment for Counselors, 1st edition
By Bradley Erford
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART I
Basic Assessment Concepts
M
Historical Foundations and Perspectives on Assessment
Legal, Ethical, and Diversity Foundations and Perspectives in Assessment
PR
How Tests Are Constructed
Selecting, Administering, Scoring, and Interpreting Assessment Instruments and Techniques
ES
Reliability
Validity
PART II
SI
Clinical Assessment and Diagnosis
VE
Personality Assessment
Behavioral Assessment
Assessment of Intelligence
G
Assessment of Other Aptitudes
R
Assessment of Achievement
AD
Assessment in Career Counseling
Assessing Couples and Families
ES
, kjhgfds
Chapter 1: Basic Assessment Concepts
Learning Outcomes
M
When you have finished this chapter, you should be able to:
• Define assessment and its integral role within counseling; understand the difference between assessment and
testing
• Identify the purposes of assessment including screening, diagnosis, progress (outcome) evaluation, and
PR
treatment planning and goal identification
• Recognize how assessment aligns with professional counselor standards and best practices
• Identify different types of assessment including standardardized (formal) and nonstandardized tests; norm-
referenced and criterion-referenced tests; individual and group tests and inventories; objective and subjective
tests; speed and power tests; verbal and nonverbal tests; cognitive and affective tests; paper-and-pencil tests;
performance assessment; portfolio assessment; and environmental assessment
• Understand the difference between formative versus summative evaluation
• Differentiate between and recognize the strengths and limitations of computer-managed and computer-adapted
ES
assessment
Overview
1. Assessment and Counseling
• Assessment is integral to every stage in the counseling process.
SI
• Assessment enhances a counselor’s efficiency in helping a client.
2. What is Assessment?
• Testing is only part of the process.
• Psychological tests are an objective and standardized measure of a sample of behavior.
VE
• The purposes of assessment: screening; diagnosis; treatment planning and goal identification; and progress
(outcome) evaluation.
3. How is Assessment used in Counseling?
• Assessment is used throughout the counseling process:
• Assessing client problems.
• Conceptualizing and defining client problems.
G
• Selecting and implementing effective treatments.
• Evaluating counseling effectiveness.
4. Assessment Competence and Professional Counselors
R
• Multi-method and multi-respondent assessment methods can help counselors uncover diverse client
information.
• Assessment results provide a concrete record and lead to enhanced credibility.
• Training standards for professional counselors through CACREP guide assessment education and practice.
AD
• Professional counseling organizations such as the ACA and its numerous specialty areas promote best
practices.
• Professional counselors should become aware of the laws and regulations pertaining to assessment in their
states.
• Assessment training standards exist to ensure that only qualified individuals can administer, score, and
interpret psychological and educational tests.
ES
5. Assessment Terms and Concepts
• Standardized (formal) and nonstandardized (informal) tests.
• Standardized tests have specific conditions for administration, timing, and scoring that nonstandardized
tests do not.
kjhgfd
, kjhgfds
• Norm-referenced and criterion-referenced tests.
• Norm-referenced tests allow comparison of a person’s score to the scores of a comparison group with
like characteristics.
• Criterion-referenced tests compare a person’s score to a predetermined score or level of performance.
•
M
Individual and group tests and inventories.
• Objective and subjective tests.
• The examiner uses judgment to determine the quality of a response on subjective, but not objective, tests.
• Speed and power tests.
• Speed tests measure the number of simple items that can be completed in a short time while power tests
PR
include items of varying difficulty with no time limits.
• Verbal and nonverbal tests.
• While verbal tests rely on language usage, nonverbal tests require students to complete some task without
the use of language.
• Cognitive and affective tests.
• Cognitive tests, such as intelligence, aptitude, and achievement tests, measure perceptual, processing,
memory, or reasoning skills, while affective tests assess noncognitive functions like personality,
ES
attitudes, values, and interests.
• Maximum and typical performance measurement.
• Behavioral observations can be direct or indirect.
• Formative versus summative evaluation.
• Formative evaluation occurs throughout a program in order to make adjustments, while summative
evaluation occurs as the end of a program to assess overall outcomes.
•
SI
Paper-and-pencil tests differ from performance (authentic) assessments, which ask examinees to manipulate
materials or select visual stimuli.
• Portfolio assessment allows examinees to display a collection of exemplar works.
• Environmental assessment seeks to modify the environment to best meet the needs of the individual.
• Computer-managed, computer-assisted, and computer-adapted assessment must supplement, not supplant,
VE
the interpretation of clinicians but it does have numerous advantages:
• Time and cost efficiency.
• Better accommodations for clients with disabilities.
• Diminished bias.
• Greater client self-disclosure of sensitive information.
• The ability of counselors to reach geographically isolated clients.
G
6. Supplements: Controversies in Assessment
• Tests label and categorize.
• Concern about the use of labels lies in two areas:
• Tests may be used to mislabel an individual.
R
• Labels may be used as an excuse for a remediable or nonexistent condition.
• While labels are often necessary for obtaining services, counselors must be aware of the potential for
misidentification.
• To test or not to test.
AD
• Testing can be used to make helpful decisions when used appropriately.
• Tests can be used inappropriately if they are misunderstood or misused.
• Resources for students with disabilities or less economic means is often tied to test performance.
• We must focus on how to best use tests to make accurate decisions.
ES
kjhgfd
