Methods, techniques, and instruments used in assessing and evaluating individuals, couples, families, and groups; administering, scoring, and interpreting both objective and subjective instruments used in counseling; survey of research design and statistics. Computer utilization in counseling and use of data in decision-making.

Purpose of the Course:

This course is designed to provide insight regarding research into current group and individual educational and psychometric theories and approaches to appraisal, an overview of various information and data gathering methods, an indepth explanation of validity and reliability and fundamental psychometric statistics, a discussion of the relevant factors influencing appraisal, and how appraisal results are used in helping processes.

Recommended (Not Required) Sources for Additional Reading:

Drummond, Robert J. Appraisal Procedures for Counselors and Helping Professionals,
4th edition. Englewood Cliffs, NJ: Merrill, 2000.

Aiken, Lewis R. Psychological Testing and Assessment,
11th edition. Needham Heights, MA: Allyn and Bacon, 2003.

This course is designed to provide students with the knowledge base necessary to:

1. Understand how to select, administer, score, and interpret standardized testing and assessment instruments for particular client populations.

2. Evaluate the appropriateness of standardized testing and assessment instruments based on their psychometric properties (validity, reliability, descriptive/inferential statistics, etc.).

3. Assist in the determination of client needs and priorities and the establishment of counseling priorities.

4. Evaluate programs in order to assure that they are providing a positive contribution to the attainment of an organization's mission and goals.

5. Assist in meeting the developmental needs of clients.

6. Evaluate the overall impact of programs and curricular strategies on those targeted by such initiatives.

7. Utilize assessment tools, individual planning skills, and counseling to facilitate informed choices.

8. Employ assessment information in the resolution of problem/conflict situations.

9. Respect and nurture the uniqueness of each individual client.

10. Facilitate client transition from one 'level' to the next.

11. Participate in the overall planning and evaluation of educational and other organizational assessment programs.

12. Assess, interpret and communicate assessment results to clients, parents, the community, and the general public.

13. Ensure the confidentiality of assessment information.

14. Adhere to all laws, administrative regulations, and ethical guidelines regarding the production and use of assessment information.

15. Participate in professional development activities related to testing and assessment.

Course Skills Objectives:

This course is designed to provide students with the clinical skills necessary to:

1. Accurately select, administer, score, and interpret standardized testing and assessment instruments appropriate to particular client populations.

2. Communicate assessment information to clients in a meaningful, professional, and appropriate manner.

3. Communicate with relevant individuals, groups, and organizations regarding the design, importance, and effectiveness of various programs.

4. Consult with parents, faculty, staff, administrators, and other helping professionals regarding assessment processes in order to enhance effectiveness with clients.

5. Utilize assessment procedures to provide support in crisis situations.

6. Provide a meaningful dialogue regarding assessment issues between clients and other relevant parties.

7. Utilize assessment information to make appropriate referrals for special programs and services.

8. Guide individuals and groups through developmental processes such as education and career planning.

9. Collaborate with other helping professionals regarding the special needs of some clients.

10. Provide orientation sessions for clients and other interested parties regarding the assessment program.

Course Requirements:

(1) Class Presentations. Students will be placed in small groups for the purpose of developing a class presentation on a topic assigned by the instructor. Presentations should include a summary "report" on the topic, some variety of class participation, and last approximately one-half of a class session (45 minutes for a weekend class).

(2) Test Administration Report. Each student will be responsible for writing a report on a standardized assessment instrument. Included in this report will be an analysis of the results obtained when the test is administered. A general outline for the report is attached.

(3) Final Examination. This examination will be essay in format and cover material discussed during the course. It will involve applying the material discussed in class.

(4) Attendance/Participation. Each student is expected to attend all class sessions and be prepared to contribute meaningfully at those sessions. Each student is expected to read any assignments thoroughly prior to the class period in which they will be discussed.

Class Presentation ........................ 25 points
Test Administration Report ........... 25 points
Final Examination ......................... 30 points
Attendance/Participation ............... 20 points
TOTAL ..................................... 100 points

Part I

(1) Objectives. Explain "what" you are attempting to assess.
(2) Rationale. Explain your reasons for selecting this particular test instrument.
(3) Background. Explain who developed this test. When? Where? Why?
(4) Suitability. Discuss the validity and reliability data available for the test. List references.
(5) Administration. Explain "how" the test is administered. Population? Format? Time? Cost?
(6) Scoring. Explain how the test is scored.
(7) Interpretation. Explain precisely what the obtained scores mean.
(8) Limitations. What are the "problems" with using this test.

(1) Selection. Explain how this subject was selected.
(2) Administration. Explain how the test was administered. Where? When?
(3) Scoring. Explain how the test was scored and list the results.
(4) Interpretation. Explain what the test scores mean; i.e., discuss their implications.
(5) Feedback. Provide feedback regarding your interpretation of the test results to the subject and discuss their reaction. Does your interpretation coincide with their subjective experience? Why or why not?
(6) Observations. What is your personal assessment of the usefulness of this test? Explain.