Indiana University-Purdue University
School of Education
Education G505 Principles and Procedures of Assessment
Spring 2011
Instructor:
Office:
Phone:
E-mail:
Fax:
James A. Cates, Ph.D., ABPP
Off-campus (2200 Lake Ave., Suite 260, Ft. Wayne)
493-3980 / 800-483-4364 (toll-free nationwide)
jcates5391@gmail.com (note: use this, not campus e-mail address)
424-3530
Office Hours: by appointment
Class Schedule & Location: Mondays, 4:30-7:15 p.m. Dolnick Center, Rm 185
“I think animal testing is a terrible idea; they get all nervous and give the wrong answers.”
- unknown
Course Description:
“An analysis of statistical, psychometric, sociometric, and clinical principles crucial to professional
interpretation of standardized and informal data regarding individual clients. Current issues/controversies
about ethnic, sex, cultural, and individual differences will be examined.”
Overview:
This course reviews the issues, methods and instruments involved in psychological testing, individual,
and family, assessment, and intra- and interpersonal dysfunction. It also focuses on making accurate
diagnoses according to the DSM-IV and DSM-V. Learning activities used include: large and small group
discussion, lecture, demonstrations, hands-on learning activities, and integrative writing projects.
.
Required Texts:
Whiston, Susan (2008). Principles and Applications of Assessment in Counseling, 3rd Ed.
Additional Readings:
Will be assigned across the course of the semester.
Course Objectives:
1) Students will demonstrate an understanding of how to evaluate clinical syndromes and personality
disorders using the DSM-IV and the DSM-V
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment.
IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
2) Students will demonstrate an understanding of psychometrics and test development.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment.
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 2
IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
3) Students will demonstrate an understanding of the common individual, marital, and family
assessment instruments.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment.
IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
4) Students will demonstrate how to apply and present in writing both diagnosis and assessment.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment.
IHPB: Appraisal and Assessment. COAMFTE: 320.0. IPSB: Standards 4 and 5.
Course Assignments:
“I wake up every morning determined both to change the world and have
one hell of a good time. Sometimes this makes planning the day difficult.
- E. B. White

Quizzes: Two (2) quizzes will be administered across the course of the semester. Each quiz will
consist of twenty multiple-choice items. The second quiz will only include information covered
since the first quiz.

Presentation: Each student will be asked to select an assessment tool from the list provided with
this syllabus and complete a ten-minute presentation on that instrument. Instructions for the
presentation are included with the syllabus as well.

Review: Each student will also be expected to complete a review of the assessment tool presented
in class, including a minimum of three references about the instrument, comments on reliability
and validity, and impressions about its efficacy.

Final: The final will consist of two case presentations. For each case presentation, you will be
asked to develop an appropriate assessment plan, including initial referral questions to be
answered and proposed assessment procedures, as well as a rationale for your plan.
Evaluation & Grading:
Students will be evaluated on the requirements listed above and assigned points earned. Assigned points
and the associated grading scale are as follows:
Quizzes
80
Presentation
20
Review
50
Final
50
_____________________________________
TOTAL
200 pts.
99-100%
94-98
90-93
87-89
83-86
80-82
77-79
73-76
70-72
-
A+
A
AB+
B
BC+
C
C-
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 3
67-69
63-66
60-62
-
D+
D
D-
“Traditional scientific method has always been at the very best, 20-20 hindsight.
It’s good for seeing where you’ve been. It’s good for testing the truth of what
you think you know, but it can’t tell you where you ought to go.”
- Robert M. Pirsig
Course Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the course.
Class Date
Topic / Special Topic
Reading/Assignment
Jan. 10
Assessment in Counseling
(Avoiding that Deer in the Headlights Look)
Chapter 1
[Demonstration: Client Referral for Assessment]
Jan 17
NO CLASS (MARTIN LUTHER KING DAY)
Jan. 24
Basic Assessment Principles
(What Are My Options?)
Chapter 2
[Demonstration: Client Referral for Assessment]
Jan. 31
Reliability and Validity
(I Know, It’s Review)
Chapters 3 & 4
[Demonstration: Client Referral for Assessment]
Feb. 7
Selecting, Administering, Scoring, & Communicating
Assessment Results
(Good News, Bad News…)
Chapter 5
[Demonstration: Client Review of Assessment Results]
Feb. 14
Initial Assessment in Counseling
(One of Us Has a Problem)
Chapter 6
[Demonstration & Practice with Initial Interview]
Feb. 21
QUIZ #1
Intelligence and General Ability Testing
(I’m Sorry, Billy Isn’t a Genius)
2 Student Presentations
Chapter 7
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 4
[Demonstration of Wechsler Adult Intelligence Scale]
Feb. 28
Assessing Achievement and Aptitude
(And Billy’s Not Going to Harvard, Either)
Chapter 8
2 Student Presentations
[Demonstration of Woodcock-Johnson and
Wide Range Achievement Test]
Mar. 7
NO CLASS – SPRING BREAK
Mar. 14
Assessment in Career Counseling
(No…Stanford Won’t Take Billy Either)
Chapter 9
2 Student Presentations
[Demonstration of Career Assessment Inventory &
Wide Range Interest & Opinion Test]
Mar. 21
Appraisal of Personality
(All These People Are So Irritating!)
Chapter 10
2 Student Presentations
[Demonstration of Millon Adolescent Clinical
Inventory and Rorschach]
Mar. 28
Assessment in Marriage and Family Counseling
(I’ll Just List Her Faults and We Can Get Started…)
Chapter 11
2 Student Presentations
[Demonstration of Parenting Stress Index and
Child Abuse Potential Inventory]
April 4
QUIZ #2
Assessment and Diagnosis
(DSM-IV-TR & DSM-V)
Chapter 12
2 Student Presentations
[Demonstration of Minnesota Multiphasic
Personality Inventory and Wagner Hand Test]
April 11
Using Assessment in Counseling
(You Mean This Has an Application?)
2 Student Presentations
Chapter 13
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 5
[Demonstration of Ravens Progressive Matrices
and Stroop Color-Word Test
April 18
Ethical and Legal Issues in Assessment
(I Truly Thought “Whack Job” Was in the DSM)
Chapter 14
2 Student Presentations
[Demonstration of Hare Psychopathy Checklist and
Juvenile Sex Offender Assessment Protocol]
April 25
Issues Related to Assessment in Diverse Populations
(It’s All About Culture)
Chapter 15
Student Presentations
WEDNESDAY, MAY 4: FINAL, 4:00 – 6:00 P.M.
Note: I am a clinical psychologist with a private practice that primarily focuses on assessment. I complete
testing for the Department of Child Services, courts, private attorneys, Vocational Rehabilitation Services,
schools, residential centers, and as referrals from other therapists. 2011 also marks the 30th anniversary of
my experience with psychological testing.
Appendix A
Written Review
The written review of a test, instrument, or technique should answer the following questions (“test” will
be used as a generic term for all of the above):











A brief history of the development of this specific test
A brief description of its administration
Any modifications or changes that have occurred across its history
Efforts to standardize it, if any
Current reliability and validity
Its’ standing among those who administer tests (e.g., popularity, frequency of use, etc.)
Strengths and weaknesses
Appropriate and inappropriate uses
Cultural limitations that you would foresee with this test
Applications that you could foresee for yourself or an agency with which you were involved in
using this test
Your personal impression of this test
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 6
Scoring Rubric for Written Review
Description
Percentage
of Points
The project meets all the major and minor project requirements.
The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of an understanding of the assessment tool.
The project topic is highly relevant and material to the learning needs
of counselors and therapists.
100
The project meets all the major project requirements, but may not
meet one minor requirement. The project design and organization is clear,
coherent, and easy to follow. Critical thought and analysis is evident. Some
evidence is present of an understanding of the assessment tool. The
project topic is relevant and material to the learning needs of counselors and
therapists.
89
The project substantially meets all of the major project requirements but
may not meet minor requirements. The project is designed well and organized
well. Some minimal critical thought and analysis is evident. Some, but not
significant evidence is present of an understanding of the assessment tool.
The project topic is somewhat relevant and material to the learning needs of
counselors and therapists.
79
The project meets most, but not all, of the major project requirements. The
project is not well designed and organized. Minimal critical thought and
analysis is evident. Little evidence of an understanding of the assessment tool
is present. The project topic is not in a significantly and meaningful way relevant
and material to the learning needs of counselors and therapists.
69
The project does not in a substantial way meet most of the major project
requirements. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of an understanding of the assessment
tool is present. The project topic is not relevant and material to the learning needs
of counselors and therapists.
59
90
80
70
60
0
(50 pts.)
*Note: This rubric closely follows the General Scoring Rubric for Counselor Education Program Written
Assignments. It has been modified to accommodate the specific demands of this assignment.
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 7
Appendix B
Counselor Education Presentation Rubric
(Developed by School of Education)
0
3
6
Student has very
limited grasp of
information; cannot
answer questions
about subject.
Student has
superficial
understanding and is
able to answer only
rudimentary
questions, may fail to
elaborate.
Student understands
most information
and answers most
questions with
explanations and
some elaboration.
Student demonstrates
full knowledge (more
than required) and
answers class
questions with
explanations and
elaboration.
Student only repeats
source material, no
analysis, synthesis,
Critical Analysis/
evaluation, or
Application
application of the
material through
his/her perspective
Student provides
limited analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student provides
some analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student provides a
professional and
complex analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
1
2
Subject
Knowledge
0
9
3
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation due to
limited sequencing.
Visual Aids
Student uses
superfluous visual
aids or no visual
aids.
Student occasionally Student's visual aids Student's visual aids
uses visual aids that relate to the
explain and reinforce
offer limited support. presentation.
the presentation.
Mechanics
Student's
presentation has
Presentation has two
three or more
misspellings and/or
spelling and/or
grammatical errors.
grammatical errors.
Eye Contact
Student maintains
Student occasionally
Student makes no
eye contact most of
uses eye contact, but
eye contact and only
the time but
still reads mostly
reads from notes.
frequently returns to
from notes.
notes.
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Presentation has no
Presentation has no
more than one
misspellings or
misspelling and/or
grammatical errors.
grammatical errors.
Student maintains eye
contact with audience,
with limited
dependence on notes.
Total
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 8
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
or speaks too quietly
for audience in the
back of class to
hear.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
.
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
audience members can
hear presentation.
TOTAL POINTS
Adopted: 4/08
Appendix C
TESTS, TECHNIQUES, OR INSTRUMENTS FOR REVIEW
Achievement
Wide Range Achievement Test – 3 (Presentation by 2/28)
Woodcock-Johnston Tests of Achievement – 3 (Presentation by 2/28)
Wechsler Individual Achievement Test – 2
Adaptive Functioning
Eating Disorder Inventory, 3rd Edition
Hare Psychopathy Checklist (Presentation by 4/18)
Vineland Adaptive Behavior Scales, 2nd Ed.
Addictions
Substance Abuse Subtle Screening Inventory – 3
Substance Abuse Subtle Screening Inventory – Adolescent - 2
Career Assessment
Career Assessment Inventory (Presentation by 3/14)
Campbell Interest and Skills Survey
Self-Directed Search, Form R
Wide Range Interest and Opinion Test – II (Presentation by 3/14)
Intelligence or Cognition
Kaufman Assessment Battery for Children, 2nd Edition
Kaufman Brief Intelligence Test – II
Ravens Progressive Matrices (Presentation by 4/11)
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 9
Stanford-Binet Intelligence Test, 5th Edition
Test of Nonverbal Intelligence, 4th Ed.
Wechsler Adult Intelligence Scale – IV (Presentation by 2/21)
Woodcock-Johnston Tests of Cognitive Ability – III, Forms A & B
Mood States
Beck Depression Inventory – II
Geriatric Depression Scale
Neuropsychological Measures
Category Test
Stroop Color-Word Test (Presentation by 4/11)
Trail-Making Test, Parts A & B
Wechsler Memory Scale – IV
Wisconsin Card Sort
Objective Measures of Personality
16 Personality Factor Questionnaire, Form
Millon Adolescent Clinical Inventory (Presentation by 3/21)
Millon Adolescent Personality Inventory
Millon Clinical Multiaxial Inventory
Millon Preadolescent Clinical Inventory
Minnesota Multiphasic Personality Inventory – 2 – RF (Presentation by 4/4)
Personality Assessment Inventory
Minnesota Multiphasic Personality Inventory – Adolescent
Parenting/Family
Child Abuse Potential Inventory, Form VI (Presentation by 3/28)
Marital Satisfaction Inventory
Parenting Stress Index, 3rd Ed. (Presentation by 3/28)
Projective Measures of Personality
Projective Drawings
Roberts – 2 (Roberts Apperception Test)
Rorschach Inkblots Test (Presentation by 3/21)
Rotter Incomplete Sentences Blank
Thematic Apperception Test
Wagner Hand Test (Presentation by 4/4)
Sexual Perpetration
Juvenile Sex Offender Assessment Protocol – II (Presentation by 4/18)
Static 99/2000
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 10
Students may also propose other tests, techniques or instruments for approval if they wish. However,
these are tests with which I am familiar and which also have sufficient longevity to be assured of
extensive literature for review.
Those tests marked as necessary to be presented by a specific date must be presented prior to their
demonstration in class, in order to avoid an unfair advantage to students who select them.
Important Course Policies

This class is interactive and discussion-oriented in nature. Attendance is crucial. Students will be
allowed ONE excused absence. {Note: For an absence to be excused, students MUST contact the
professor prior to the beginning of the class meeting to be missed.} Each subsequent absence
will result in a 1/2 letter-grade reduction in the overall course grade. Four or more absences will
result in a failing grade and necessitate retaking the course.

Please also note that coming to class late and leaving early are unprofessional and unacceptable.
Excessive display of these behaviors may be counted as absences at the discretion of the
instructor.

Cell phone use is restricted during class. This includes talking, texting, and working online.

You are responsible for your own learning in this course. You are expected to come to class each
week having read the assigned readings and prepared to discuss and ask questions. Not all the
material from the readings can be covered thoroughly during class time; you are expected to work
outside of class to ensure your comprehension of course material. The professor is available for
consultation and assistance by appointment to assist you.

Across the course of the semester, I will share stories and clinical vignettes drawn from my
experience. Unless the person(s) involved gave explicit permission to share details, not only are
such stories anonymous – they are disguised in such a way that the details are either obscured or
re-created in such a way that the individuals involved cannot be identified. If you hear a story and
think “that’s [fill in a name],” it’s not. Nevertheless, as counselors-in-training, the practice of
confidentiality is always good to remember. Stories shared in class should remain in class or be
shared at most with those in your program. At some point you will be holding information about
real people, and real people’s lives; and that will be even more difficult to retain in confidence.
Additional Information
This course is covered on the comprehensive exam. Students are reminded to retain notes,
exams, and papers for exam preparation. See the graduate student orientation manual for further
details.
The IPFW Student Handbook and the Counselor Education Orientation Handbook describe
policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize
yourself with these policies.
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 11
Weather Cancellations- 481-5770 or 481-6050
If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities in Wu
118 & 218, voice/tty.
 As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of their
writing in all assignments does not meet the standard expected of a graduate student. Students
may sign up for an appointment or walk-in for help (priority is given to those with appointments).
The Writing Center staff will not revise, edit, or proofread your papers for you, but will help you
learn how to better to do this on your own. You can get free help brainstorming, developing, and
organizing ideas, and learning how to revise and edit final drafts by visiting the Writing Center,
Kettler G35, open daily except Saturday.
 Issues related to student diversity will be addressed in each of the courses in the Counselor
Education Program. This means that differences in individuals and groups will be discussed. It is
our understanding that different contexts result in different world views. Counselors must always
be sensitive to the possible differences in perception and belief that exist outside of their own.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
·
·
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic
society;
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching, counseling, and
educational leadership by utilizing a variety of methodologies reflecting current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy, and
effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 12
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach
and of students. Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage on-going intellectual, emotional, and personal
growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and
reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as
they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their procession and in their
communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.