Assessment in Counseling Chapter 1. 2 What is assessment? Needs to be systematic and objective...
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Transcript of Assessment in Counseling Chapter 1. 2 What is assessment? Needs to be systematic and objective...
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What is assessment?
Needs to be systematic and objective
Sample(s) of behavior from which we make inferences
Measurement some aspect of the client
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Do Counselors Need to Know about Assessment?
American Counseling Association’s (2005) Code of Ethics
Survey results
Counselor credibility
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Assessment is Integral to Counseling
Essential steps in counseling:1. Assessing the client problem(s)
2. Conceptualizing and defining the client problem(s)3. Selecting and implementing
effective treatments4. Evaluating the counseling
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Do counselors ever use formal assessment strategies?
Counselors in diverse settings: View formal assessment strategies as
a significant aspect of their work Use many of the same assessment
instruments Need to be competently trained in the
use of commonly-used instruments
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Reasons Counselors Should be Competent in Assessment Expectations of being professional Identification of problems Access to diverse client
information Assisting clients in decision-making Verifying client strengths and
limitations Can influence credibility Accountability
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What do counselors need to know?
1. Skill in practice and knowledge of theory relevant to the testing context and type of counseling specialty
1. A thorough understanding of testing theory, techniques of test construction, test reliability and validity
1. A working knowledge of sampling techniques, norms, and descriptive, correlation and predictive statistics
1. Ability to review, select, and administer tests appropriate for clients or students and the context of the counseling practice
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What do counselors need to know?
(cont.)
5. Skills in administration of tests and interpretation of test scores
6. Knowledge of the impact of diversity on testing accuracy, including age, gender, ethnicity, race, disability, and linguistic differences
7. Knowledge and skill in the professionally responsible use of assessment and evaluation practice
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Types of Assessment Tools
Standardized vs. nonstandardized Individual vs. group Objective vs. subjective Speed vs. power Verbal vs. nonverbal
Performance tests Cognitive vs. affective
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Cognitive versus Affective Tools
Cognitive instruments assess cognition, perceiving, processing, concrete and abstract thinking, and remembering. Intelligence or general ability tests Achievement tests Aptitude tests
Affective instruments assess interest, attitudes, values, motives, temperaments, and noncognitive aspects of personality. Structured personality instruments Projective techniques
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Early Testing Greeks – 2500 years ago
Chinese – 2000 years ago
Francis Galton – credited with launching the testing movement
James McKeen Cattell – expanded testing to include memory and other simple mental processes (student of Wilhelm Wundt)
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1900 to 1920 Binet-Simon scale (published in 1905)
ratio of mental age to chronological age (IQ)
Stanford-Binet scale (published in 1916)
World War I and beginnings of interest in group testing
Frank Parsons – “father of guidance”
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1920s and 1930s Theoretical discussions concerning
characteristics of intelligence
Interest in testing spread beyond intelligence – led to development of self-report personality inventories
Rorschach inkblots technique developed in 1921
Private industries expressed interest in tests for selecting and classifying industrial personnel
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1920s and 1930s (cont.)
Development of vocational counseling instruments
First standardized achievement battery published in 1923
First edition of Mental Measurements Yearbook published in 1939
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1940s and 1950s Dissatisfaction with existing personality
instruments – projective techniques became popular
Early 1940s – MMPI was developed Standardized achievement tests
became well-established in public schools – multiple aptitude batteries appeared after 1940
Criticisms of assessment began to emerge – standards set, need for centralized publication of tests, electronic scoring
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1960s and 1970s Examination and evaluation of testing
and assessment – widespread public concern
Grass roots movement encouraged more “minimum competency” testing – high school graduates
Family Educational Rights and Privacy Act, 1974
Increased use of computers
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1980s and 1990s Use of computers in assessment
blossomed: administration, scoring, interpretation, report-writing
Many instruments were revised in response to criticism
Increasing use of authentic and portfolio assessment