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Table of Contents
Chapter 1: Basic Assessment Concepts ........................................................................................1
Learning Outcomes ...........................................................................................................1
Overview ...........................................................................................................................1
Summary Narrative ...........................................................................................................3
Chapter 2: Historical Foundations and Perspectives on Assessment ..........................................5
Learning Outcomes ...........................................................................................................5
Overview ...........................................................................................................................5
Summary Narrative ...........................................................................................................7
Chapter 3: Legal, Ethical, and Diversity Foundations and Perspectives in Assessment … 9
Learning Outcomes ...........................................................................................................9
M
Overview ...........................................................................................................................9
Summary Narrative ......................................................................................................... 11
Chapter 4: How Tests Are Constructed ..................................................................................... 13
EL
Learning Outcomes ......................................................................................................... 13
Overview ......................................................................................................................... 13
Summary Narrative ......................................................................................................... 15
AN
Chapter 5: Selecting, Administering, Scoring, and Interpreting Assessment
Instruments and Techniques ........................................................................................... 16
Learning Outcomes ......................................................................................................... 16
Overview ......................................................................................................................... 16
Summary Narrative ......................................................................................................... 18
IE
Chapter 6: Reliability .................................................................................................................. 20
Learning Outcomes ......................................................................................................... 20
??
Overview ......................................................................................................................... 20
Summary Narrative ......................................................................................................... 21
Chapter 7: Validity ...................................................................................................................... 23
??
Learning Outcomes ......................................................................................................... 23
Overview ......................................................................................................................... 23
Summary Narrative ......................................................................................................... 25
Chapter 8: Clinical Assessment and Diagnosis .......................................................................... 26
Learning Outcomes ......................................................................................................... 26
Overview ......................................................................................................................... 26
Summary Narrative ......................................................................................................... 28
Chapter 9: Personality Assessment ............................................................................................. 30
Learning Outcomes ......................................................................................................... 30
Overview ......................................................................................................................... 30
Summary Narrative ......................................................................................................... 32
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Chapter 10: Behavioral Assessment ......................................................................................... 34
Learning Outcomes ....................................................................................................... 34
Overview.........................................................................................................................34
Summary Narrative ....................................................................................................... 35
Chapter 11: Assessment of Intelligence..................................................................................... 37
Learning Outcomes ....................................................................................................... 37
Overview......................................................................................................................... 37
Summary Narrative ........................................................................................................39
Chapter 12: Assessment of Other Aptitudes ............................................................................ 41
Learning Outcomes ....................................................................................................... 41
Overview.........................................................................................................................41
Summary Narrative ....................................................................................................... 42
M
Chapter 13: Assessment of Achievement .................................................................................. 43
Learning Outcomes ........................................................................................................ 43
EL
Overview..........................................................................................................................43
Summary Narrative .........................................................................................................45
Chapter 14: Assessment in Career Counseling ......................................................................... 47
AN
Learning Outcomes ........................................................................................................ 47
Overview..........................................................................................................................47
Summary Narrative ........................................................................................................ 49
Chapter 15: Assessing Couples and Families ........................................................................... 50
IE
Learning Outcomes ........................................................................................................ 50
Overview..........................................................................................................................50
Summary Narrative ........................................................................................................ 52
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Chapter 1: Basic Assessment Concepts
Learning Outcomes
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
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
M
• Differentiate between and recognize the strengths and limitations of computer-managed and computer-adapted
assessment
Overview
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1. Assessment and Counseling
• Assessment is integral to every stage in the counseling process.
• Assessment enhances a counselor’s efficiency in helping a client.
AN
2. What is Assessment?
• Testing is only part of the process.
• Psychological tests are an objective and standardized measure of a sample of behavior.
• The purposes of assessment: screening; diagnosis; treatment planning and goal identification; and progress
(outcome) evaluation.
IE
3. How is Assessment used in Counseling?
• Assessment is used throughout the counseling process:
• Assessing client problems.
??
• Conceptualizing and defining client problems.
• Selecting and implementing effective treatments.
• Evaluating counseling effectiveness.
??
4. Assessment Competence and Professional Counselors
• 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.
• 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.
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.
• 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
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,
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memory, or reasoning skills, while affective tests assess noncognitive functions like personality,
attitudes, values, and interests.
• Maximum and typical performance measurement.
• Behavioral observations can be direct or indirect.
•
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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.
• Paper-and-pencil tests differ from performance (authentic) assessments, which ask examinees to manipulate
materials or select visual stimuli.
AN
• 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,
the interpretation of clinicians but it does have numerous advantages:
• Time and cost efficiency.
• Better accommodations for clients with disabilities.
IE
• Diminished bias.
• Greater client self-disclosure of sensitive information.
• The ability of counselors to reach geographically isolated clients.
??
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.
??
• 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.
• 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.
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Table of Contents
Chapter 1: Basic Assessment Concepts ........................................................................................1
Learning Outcomes ...........................................................................................................1
Overview ...........................................................................................................................1
Summary Narrative ...........................................................................................................3
Chapter 2: Historical Foundations and Perspectives on Assessment ..........................................5
Learning Outcomes ...........................................................................................................5
Overview ...........................................................................................................................5
Summary Narrative ...........................................................................................................7
Chapter 3: Legal, Ethical, and Diversity Foundations and Perspectives in Assessment … 9
Learning Outcomes ...........................................................................................................9
M
Overview ...........................................................................................................................9
Summary Narrative ......................................................................................................... 11
Chapter 4: How Tests Are Constructed ..................................................................................... 13
EL
Learning Outcomes ......................................................................................................... 13
Overview ......................................................................................................................... 13
Summary Narrative ......................................................................................................... 15
AN
Chapter 5: Selecting, Administering, Scoring, and Interpreting Assessment
Instruments and Techniques ........................................................................................... 16
Learning Outcomes ......................................................................................................... 16
Overview ......................................................................................................................... 16
Summary Narrative ......................................................................................................... 18
IE
Chapter 6: Reliability .................................................................................................................. 20
Learning Outcomes ......................................................................................................... 20
??
Overview ......................................................................................................................... 20
Summary Narrative ......................................................................................................... 21
Chapter 7: Validity ...................................................................................................................... 23
??
Learning Outcomes ......................................................................................................... 23
Overview ......................................................................................................................... 23
Summary Narrative ......................................................................................................... 25
Chapter 8: Clinical Assessment and Diagnosis .......................................................................... 26
Learning Outcomes ......................................................................................................... 26
Overview ......................................................................................................................... 26
Summary Narrative ......................................................................................................... 28
Chapter 9: Personality Assessment ............................................................................................. 30
Learning Outcomes ......................................................................................................... 30
Overview ......................................................................................................................... 30
Summary Narrative ......................................................................................................... 32
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Chapter 10: Behavioral Assessment ......................................................................................... 34
Learning Outcomes ....................................................................................................... 34
Overview.........................................................................................................................34
Summary Narrative ....................................................................................................... 35
Chapter 11: Assessment of Intelligence..................................................................................... 37
Learning Outcomes ....................................................................................................... 37
Overview......................................................................................................................... 37
Summary Narrative ........................................................................................................39
Chapter 12: Assessment of Other Aptitudes ............................................................................ 41
Learning Outcomes ....................................................................................................... 41
Overview.........................................................................................................................41
Summary Narrative ....................................................................................................... 42
M
Chapter 13: Assessment of Achievement .................................................................................. 43
Learning Outcomes ........................................................................................................ 43
EL
Overview..........................................................................................................................43
Summary Narrative .........................................................................................................45
Chapter 14: Assessment in Career Counseling ......................................................................... 47
AN
Learning Outcomes ........................................................................................................ 47
Overview..........................................................................................................................47
Summary Narrative ........................................................................................................ 49
Chapter 15: Assessing Couples and Families ........................................................................... 50
IE
Learning Outcomes ........................................................................................................ 50
Overview..........................................................................................................................50
Summary Narrative ........................................................................................................ 52
??
??
gfdsgfds
, trewq
Chapter 1: Basic Assessment Concepts
Learning Outcomes
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
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
M
• Differentiate between and recognize the strengths and limitations of computer-managed and computer-adapted
assessment
Overview
EL
1. Assessment and Counseling
• Assessment is integral to every stage in the counseling process.
• Assessment enhances a counselor’s efficiency in helping a client.
AN
2. What is Assessment?
• Testing is only part of the process.
• Psychological tests are an objective and standardized measure of a sample of behavior.
• The purposes of assessment: screening; diagnosis; treatment planning and goal identification; and progress
(outcome) evaluation.
IE
3. How is Assessment used in Counseling?
• Assessment is used throughout the counseling process:
• Assessing client problems.
??
• Conceptualizing and defining client problems.
• Selecting and implementing effective treatments.
• Evaluating counseling effectiveness.
??
4. Assessment Competence and Professional Counselors
• 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.
• 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.
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.
uytrfedw
, trewq
• 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.
• 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
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,
M
memory, or reasoning skills, while affective tests assess noncognitive functions like personality,
attitudes, values, and interests.
• Maximum and typical performance measurement.
• Behavioral observations can be direct or indirect.
•
EL
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.
• Paper-and-pencil tests differ from performance (authentic) assessments, which ask examinees to manipulate
materials or select visual stimuli.
AN
• 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,
the interpretation of clinicians but it does have numerous advantages:
• Time and cost efficiency.
• Better accommodations for clients with disabilities.
IE
• Diminished bias.
• Greater client self-disclosure of sensitive information.
• The ability of counselors to reach geographically isolated clients.
??
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.
??
• 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.
• 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.
uytrfedw
