Western Illinois University – Quad Cities
College of Education and Human Services
Department of Counselor Education
CN 542: Assessment Techniques in Counseling
Fall 2014
Instructor: Rebecca Newgent, Ph.D., L.C.P.C., NCC
Class Day: Tuesday
Office: QC Complex 2421
Class Hours: 4:00-6:30 pm
Telephone: 309.762.1876
Meeting Room: QC Complex 2116
Fax: 309.762.6989
E-mail: RA-Newgent@wiu.edu
Office Hours:
Mondays 12-1 and 2-3
Tuesdays 1:30-2:30
Wednesdays 2:30-3:30
I.
II.
III.
Catalog Description: Principles of measurement and assessment. The use of various assessment
instruments, achievement, aptitude, intelligence, interests, and personality. Supervision in administering,
scoring, and interpreting of individual evaluation methods. 3 semester credit hours.
Relationship to Knowledge Base: This course is a core course in the area of counseling. The purpose of
this course is to improve the knowledge and understanding of school and clinical mental health counseling
students by giving them a basis for evaluating different measurement procedures, for knowing what each
signifies, and how much confidence can be placed in each. In order to promote the ethical use of
assessment procedures, the course will cover the process of preparing test exercises, the general criteria of
validity and reliability, and the different ways of reporting test scores. Additionally, this course will cover
how to evaluate techniques and instruments commonly used for appraising human characteristics.
Textbooks and Technology and Other Resources:
Required Text(s)
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th Ed.). Washington, D.C: Author. Available: www.psych.org
Drummond, R., & Jones, K. D. (2010). Assessment procedures for counselors and helping professionals
(7th ed.). Boston: Pearson. Available: www.pearsonhighered.com
Zimmerman, M. (2013). Interview guide for evaluating DSM-5 psychiatric disorders and the mental status
examination. East Greenwich, RI: Psych Products Press.
Assessment Instruments (i.e., NEO PI-3, STAI) will be provided by the instructor.
Technology Links
Association for Assessment and Research in Counseling
http://aarc-counseling.org/
Code of Fair Testing Practices in Education
http://aarc-counseling.org/assets/cms/uploads/files/codefair.pdf
Fair Assess Coalition on Testing
http://www.fairaccess.org/
Responsibilities of Users of Standardized Tests
http://aarc-counseling.org/assets/cms/uploads/files/rust.pdf
Other Resources
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CN 542/Newgent/Fall 2014
Burros Institute of Mental Measurements
http://buros.org/
Counseling Outcome Research and Evaluation
http://cor.sagepub.com/
Measurement and Evaluation in Counseling and Development http://mec.sagepub.com/
Websites with Online Tests
4therapy.com: http: //www.4therapy.com/consumer/assessment/
The ACT: http://www.actstudent.org/sampletest/index.html
AllTheTests.com
Eq.org: www.eq.org/EQ_Tools/Assessment/
HelpSelf.com: http://www.helpself.com/quiz.htm
HumanMetrics: http://www.humanmetrics.com/
IQ and Personality Tests: http://www.davideck.com/
List of links to online personality tests: http://www.2h.com/personality-tests.html
Mental Health Net: http://mentalhelp.net/poc/view_index.php?idx=83
MindMedia: http://www.mindmedia.com
My Skills Profile: http://www.myskillsprofile.com/
New York University, Psychiatry: http://www.med.nyu.edu/Psych/public.html
Online psych: http://www.allhealth.com/onlinepsych/
Personality Page: www.personalitypage.com
Psychological Assessment Online: http://wso.net/assessment/index.htm
Psychology Today online tests: http://www.psychologytoday.com/HTDocs/prod/ptoselftest/self_test.asp
Psych-Central: http://www.psych-central.com/online1.htm
Queendom: http://www.queendom.com/tests/alltests.html
Shrintank: http://www.shrinktank.com/testing.htm
SelfAssessmentCenter.com: http://www.selfassessmentcenter.com/
SelfGrowth.com: http://www.selfgrowth.com/test.html
Test Pre Review: http://www.testprepreview.com/
Tickle: http://www.tickle.com/
VALS (Values and Lifestyles Survey): http://www.sric-bi.com/VALS/presurvey.shtml
WesternOnline
This course will utilize certain aspects of WesternOnline. It is the student's responsibility to know their
individual WIU ecom and passwords in order to access course materials.
IV.
Course Requirements:
Assessment report (maximum gain 20 pts.) – You will administer the NEO PI-3 and the STAI to
yourself , interpret it, and we will discuss how to write up an assessment report during class. Specific
format guidelines will be provided. A deduction of 10% of points earned for each week or part of each
week that the assignment is late will occur (for any reason that the assignment was late - ADA exception
noted). This is an INDIVIDUAL assignment.
Test critique (maximum gain 10 pts.) – Complete and present 1 test critique on an assessment that you
find in Tests in Print or the Mental Measurement Yearbook. Provide copies of your critique for all class
members and instructor(s). A deduction of 10% of points earned for each week or part of each week that
the assignment is late will occur (for any reason that the assignment was late - ADA exception noted). This
is an INDIVIDUAL assignment.
Classroom activities and participation (maximum gain 30 pts.) - Students will be required to actively
and voluntarily participate in class activities and class discussion in order to reap the full benefit of this
course. This course will utilize lecture/discussion/role-play/presentations, experiential learning and
individual assessment, administration, and interpretation of assessment instruments. Part of class time will
be in the application and processing of information NOT included in your texts. Appropriate participation
includes behaviors and attitudes consistent with that of a counseling professional. Mere attendance does
not count as participation. Side conversations (defined as conversation of any type that is not part of the
entire class discussion or current activity), inappropriate or disrespectful behaviors or statements, and
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CN 542/Newgent/Fall 2014
tardiness to class are not considered appropriate participation and may result in dismissal from the course.
Appropriate participation also includes addressing concerns/issues directly with the faculty/student with
whom you have the concerns/issues (See statement of expectations for further explanation). Due to their
very nature, classroom activities cannot be made up.
Classroom Activities
Interview guide role play – 3 pts.
Technology and assessment – 2 pts.
Case studies in assessment – 2 pts.
Ethical issues case studies and analysis – 2 pts.
Statistical and psychometric concepts workbook – 1 pt. each day for a total of 2 pts.
NEO PI-3 training – 2 pts.
STAI training – 2 pts.
WRAT-4 training – 2 pts.
Finalizing your assessment report – 2 pts.
Academic and career planning – 2 pts.
Needs assessment and program evaluation; Assessment of giftedness – 2 pts.
Social, cultural, and other issues of diversity case studies and analysis – 2 pts.
Testing immersion day (demonstrating your new knowledge) – 5 pts.
Comprehensive final exam (maximum gain 40 pts.) – You will receive the final exam the week prior to
finals and it is due by 6:30 pm on the Tuesday of finals week. The final exam will be comprehensive. Your
answers must be presented in AOA 6th ed. Format and written at Bloom's Revised Taxonomy levels 3-4 or
higher. If you do not turn in your exam by the time indicated (due to documented illness from an M.D.
indicating that you were incapacitated) you may turn in your exam within 48 hours of the time the final
exam was originally due with no penalty. If you do not meet this criteria you may turn in your exam within
48 hours of the time the final exam was originally due with a 10% reduction of points earned. Exams not
turned in as indicated above will receive a 0. This is an INDIVIDUAL or GROUP assignment if turned in
on time. This is an INDIVIDUAL assignment if not turned in on time.
Extra credit – Option #1 (maximum gain 5 pts.) – Five points extra credit will be awarded to students
who attend both days of the AARC conference in the Quad Cities this September. This is an optional
activity and is not required. There is a financial cost associated. See: http://aarc-counseling.org/news
Extra credit – Option #2 (maximum gain 3 pts.). – Three points extra credit will be awarded to students
who submit their graded AND corrected Test Critique to AARC Newsnotes. See http://aarc-counseling.org
for further information. Students must submit a verification of submission receipt from AARC.
V.
Methods of Assessment:
It is expected that enrolled students will (a) read the assigned textbooks and literature prior to class, (b)
appropriately participate in class discussions, role-plays, and other activities, and (c) turn in assignments no
later than the beginning of class on the day they are due.
Points earned through the following activities will determine final grades:
Activity
Assessment report
Test critique
Classroom activities and participation
Comprehensive final examination
Maximum Points
20
10
30
40
Grading Scale
A = 100 - 93
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B = 92 - 85
CN 542/Newgent/Fall 2014
C = 84 - 77
D = 76 - 69
F = Below 69
VI.
Class Policies:
Attendance
Students are expected to be diligent in the pursuit of their studies and in their class attendance. Students
have the responsibility of making arrangements satisfactory to the instructor regarding all absences. Such
arrangements should be made prior to the absence if possible. Policies of making up work missed as a
result of absence are at the discretion of the instructor, and students should inform themselves at the
beginning of each semester concerning the policies of their instructors.
Attendance is expected at all scheduled class meetings. The nature of counseling courses dictates the
necessity for your attendance. Counseling CANNOT be learned from a book. Counseling courses are
experiential in nature and missed experiences will have a natural negative consequence on your
performance, abilities, and learning and will impact your opportunities for appropriate participation. These
natural consequences in turn will have a logical negative consequence on your grade.
If class starts prior to your arrival please wait patiently for one of your fellow students to open the door at a
time that is not disruptive to their learning process.
Late Assignments
All assignments must be completed and turned it at the time indicated by the instructor. THIS MEANS IF
YOU ARE ABSENT THAT DAY YOUR WORK IS STILL DUE! Exceptions are only made through
written and confirmed verification through the student’s ADA advisor. Exceptions are NOT retroactive.
Illnesses that are undocumented by ADA do not qualify for reasonable accommodation. It is expected that
the student will provide the ADA advisor with a copy of the syllabus and course outline so appropriate
decisions can be made. Incompletes and extensions on incompletes will be granted only in the case of
DOCUMENTED AND VERIFIED extraordinary circumstance provided in a timely manner as indicated
by the course instructor. See activity assignments for further explanation on each activity. See activity
assignments for further explanation on each activity.
Written Assignments
All written assignments must comply with APA 6th ed. (2010) format and be consistent with Bloom's
(2004) Revised Taxonomy levels 3-6. Any student who is having difficulty with APA writing style or
graduate-level writing is strongly encouraged to receive assistance at the Writing Center.
Academic Integrity
Academic dishonesty involves acts, which may subvert or compromise the integrity of the educational
process at Western Illinois University. Included is an act by which a student gains or attempts to gain an
academic advantage for himself or herself or another by misrepresenting his or her or another's work or by
interfering with the completion, submission, or evaluation of work.
The application of Western Illinois University's Academic Honesty Code, as stated in the Graduate
Catalog, will be fully adhered to in this course. Suspected plagiarism or other forms of academic
dishonesty will immediately enact an investigation as dictated by the Office of Judicial Affairs and the
Code. Grades and degrees earned by dishonest means devalue those earned by all students. This includes
using all or part of an assignment/project/etc. from one class for another class without the prior consent of
both instructors. It also includes collaborating on an assignment when it was assigned as an individual
assignment (Note: all assignments are considered individual unless otherwise indicated).
Western Illinois University is dedicated to the discovery and communication of knowledge. The Univesity
can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For
this reason, and to insure that the academic work of all students will be fairly evaluated, the University
strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating
and plagiarism. Please refer to the complete student academic integrity policy online at:
http://www.wiu.edu/policies/acintegrity.php for information on penalties for academic dishonesty and the
University's appeal procedure for students charged with academic dishonesty.
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Communication Devices
If there is an emergency situation, which necessitates leaving on a cellular phone or other communication
device, please speak with the instructor.
VII.
Course Objectives/Outcomes/Standards and Assessment
Objectives
Understand historical perspectives
concerning the nature and meaning
of assessment.
Understand basic concepts of
standardized and nonstandardized
testing and other assessment
techniques including normreferenced and criterion-referenced
assessment, environmental
assessment, performance
assessment, individual and group
test and inventory methods,
psychological testing, and
behavioral observations.
Understand statistical concepts,
including scales of measurement,
measures of central tendency,
indices of variability, shapes and
types of distributions, and
correlations.
Understand reliability (i.e., theory of
measurement error, models of
reliability, and the use of reliability
information).
Understand validity (i.e., evidence of
validity, types of validity, and the
relationship between reliability and
validity).
Understand social and cultural
factors related to the assessment and
evaluation of individuals, groups,
and specific populations.
Understand ethical strategies for
selecting, administering, and
interpreting assessment and
evaluation instruments and
techniques in counseling.
Understand principles, models, and
applications of needs assessment,
program evaluation, and use of
findings to effect program
modifications.
Understand general principles and
methods of case conceptualization,
assessment, and/or diagnoses of
mental and emotional status.
Understand how to apply knowledge
about individual appraisal by using
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CN 542/Newgent/Fall 2014
Standards
CACREP II7a
Assessment
Comprehensive final examination
CACREP II7b
Comprehensive final examination
CACREP II7c
Comprehensive final examination
CACREP II7d
Test critique
CACREP II7e
Test critique
CACREP II7f
Classroom activity
CACREP II7g
Classroom activity
CACREP II7h
Classroom activity
CACREP II7i
Assessment report
ISBE 8C
Classroom activity
tests and non-test information to
assist students with academic and
career planning.
Understand the purposes and
meaning of assessment from
multiple perspectives; historical,
sociological, and educational.
Understand the basic concepts of
standardized and non-standardized
testing and other assessment
techniques.
Understand the use of technology in
assessment.
Understand the statistical concepts,
including scales of measurement,
measures of central tendency,
indices of variability, shapes and
types of distributions, and
correlation.
Understand reliability (theory of
measurement error, models of
reliability and the use of reliability
information) and validity (evidence
of validity, types of validity), the
relationship between reliability and
validity.
Understand the implications of age,
gender, sexual orientation, ethnicity,
language, disability, culture,
spirituality, and other factors related
to assessment and evaluation.
Analyze testing information needed
and select appropriate tests, methods
and/or materials to gather
information and/or perform
assessments.
Use various strategies for selecting,
administering, and interpreting
assessment and evaluation
instruments and techniques in
counseling.
Interpret and accurately use the
statistical concepts, including scales
of measurement, measures of central
tendency, indices of variability,
shapes and types of distributions,
and correlations.
Accurately select and interpret
assessment tools based on reliability
and validity when appropriate.
Interpret assessments accurately
with the understanding of diversity
and its implications.
Use and apply appropriate
technology in assessment.
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CN 542/Newgent/Fall 2014
ISBE 13A
Comprehensive final examination
ISBE 13B
Comprehensive final examination
ISBE 13D
Classroom activity
ISBE 13E
Comprehensive final examination
ISBE 13F
Test critique
ISBE 13G
Classroom activity
ISBE 13H
Test critique
ISBE 13I
Classroom activity
ISBE 13J
Classroom activity
ISBE 13K
Test critique
ISBE 13L
Assessment report
ISBE 13M
Classroom activity
VIII.
Instructional Methods and Activities:
Assessment Techniques in Counseling will utilize lecture/discussion/role-plays/presentations, experiential
learning and assessment. A good portion of class time will be spent in the application and processing of
information NOT included in your texts.
Content
models for test use and selection
locating and selecting tests
components of the psychiatric evaluation
communicating test results
beginning the psychiatric interview
mental status examination
brief psychosocial history
current psychosocial functioning
historical and philosophical foundations of assessment
statistical concepts
understanding test scores
validity
reliability
process and procedures of testing
legal and ethical concerns and issues in testing
ability and intelligence testing
aptitude testing
the assessment of achievement
personality testing
clinical assessment
assessment of development
environmental assessment
the computer in assessment
working with diverse populations
assessment issues in education
IX.
Student Information:
Ethical Behavior Statement
The Department of Counselor Education provides an environment in which students’ rights and
responsibilities are respected and by respecting the dignity and worth of each student. A student’s progress
in the program may be interrupted for failure to comply with academic standards or if a student’s
interpersonal or emotional status interferes with education/training related requirement for self or others. In
order to ensure proper training and client care, a counselor in-training must abide by relevant ethical codes
and demonstrate professional knowledge, technical and personal skills, professions attitudes, and
professional dispositions as outlined in:
Engels, Minton, Ray, & Associates. (2010). The professional counselor (4th ed). Alexandria,VA: American
Counseling Association.
Violations of any ethical standards are grounds for immediate removal from the course and/or the WIU
Department of Counselor Education. Failure to demonstrate professional attitudes and dispositions will
result in a student being placed on a Remediation Plan to correct these deficiencies. These factors are
evaluated based on student’s academic performance and ability to convey warmth, genuineness, respect,
and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the
ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility,
and be able to express feelings appropriately and resolve conflicts effectively.
Statement of Expectations
The department of counselor education is charged with the dual task of nurturing the development of
counselors-in-training and ensuring quality client care. In order to fulfill these dual responsibilities faculty
must evaluate students based on their academic, professional, and personal qualities. A student's progress in
the program may be interrupted for failure to comply with academic standards or if a student's interpersonal
or emotional status interferes with being able to provide ethical services to clients. For example, in order to
ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and
demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and
professional character. These factors are evaluated based on one's academic performance and one's ability
to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and
faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact
on others, accept personal responsibility, and be able to express feelings effectively and appropriately
(including interactions using electronic and social media platforms). Any student deemed by the
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CN 542/Newgent/Fall 2014
instructor to be exhibiting inappropriate, disruptive, or offensive behavior during class or having a
disrespectful attitude will be dismissed immediately from class and may not return until remediation plan
has been developed and implemented
Americans with Disabilities Act – Statement
In accordance with University policy and the Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who notifies the instructor of the need for an
accommodation. For the instructor to provide the proper accommodation(s), you must obtain
documentation of the need for an accommodation through Disability Support Services and provide it to the
instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as
he/she is not legally permitted to inquire about such particular needs of students. Students who may require
special assistance in emergency evacuations (i.e., fire, tornado, etc.) should contact the instructor as to the
most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 309298-2512 for additional services.
It is the student’s responsibility to request accommodations each term. To request academic
accommodations, students are required to complete a series of steps, before or at the beginning of each
term. Students registered with the ADA Office may request accommodations at any point during the term,
but accommodations are only granted from the date faculty are notified by the student with an official
Accommodation letter from the ADA Office. For instance, a student may take the first exam in a particular
class without using accommodations for which the student is eligible. The student may decide to activate
accommodations for the second exam. Thus, the student would receive accommodations from the second
exam forward. Furthermore, students have an obligation to inform the University in a timely manner of
accommodation requests. Students who fail to give sufficient notice of accommodation requests may not
receive accommodations.
Students are required to deliver and discuss Accommodation letters with faculty before accommodations
will be implemented. Instructors are not obligated to provide accommodations until such time they are
notified by official hand delivered letters to do so. Also, accommodations are not retroactive. In other
words, faculty are not obligated to accommodate prior exams, assignments, or any course related activity
before an Accommodation Letter is delivered and discussed.
Students are entitled to appeal accommodations decisions of the ADA Office, Faculty, or other University
entities.
Counseling & Career Center
Information regarding counseling and career services is available by contacting Student Services at 309762-9481, ext. 62236.
Writing & Academic Support Center
One-on-one consultations for assistance with writing assignments are available in the Writing & Academic
Support Center. Professional writing consultants provide help with planning, drafting, and editing of all
types of writing assignments. Call 309-762-9481 or stop by the Center.
Inclement Weather Procedure
In the event of inclement weather (snow, ice, hail, torrential rains, lightening, tornado, etc), check your email for individual class instruction. Class is automatically cancelled when WIU-Quad Cities Campus is
closed. If the QC campus closes, announcements will be made to major television and radio media (WHBF
TV4, KWQC TV6, and WQAD TV8). Please use common sense and good judgment all other times.
Students may call WIU-QC main phone line at 309-762-9481 to inquire about individual class
cancellations when the University is open but there is inclement weather in the area.
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Michell, J. (1999). Measurement in psychology: Critical history of a methodological concept. Cambridge University
Press.
Millon, T. (1974). Millon-Illinois Self-Report Inventory. Philadelphia: Saunders. http://www.us.elsevierhealth.com
/index.jsp
Murphy, L., Conoley, J., & Impera, J. (Eds.). (1994). Tests in Print IV (Vol. I). Lincoln, Nebraska: Buros Institute
of Mental Measurements. http://www.unl.edu/buros/
Myers, I., & Briggs, K. (1976). Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.
https://www.cpp.com/en/index.aspx
Newman, I., & Benz, C. (1983). Power analysis. In I. Newman & C. Benz (Eds.), Multiple linear regression:
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Newman, I., Dimitrov, D., & Waechter, D. (2000). Factor structure of perceived individualization of instruction:
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Newman, I, Newman, C., Brown, R., & McNeely, S. (2006). Conceptual statistics for beginners (3nd ed.). Lanham,
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Syllabus subject to change.

Any student's name that does not appear on the official class roster will not be permitted to attend class or
take exams without first showing proof of registration.

Instructor provided information trumps text.

Any student who is having difficulty with APA writing style or graduate-level writing should receive
assistance at the Writing Clinic.

Students are responsible to seek clarification of any assignment or activity in this course prior to due date.

Subjective assessment of the instructor is final.

Assignments not turned in at the appropriate time indicated will receive a “0” – ADA exceptions exempt.

Students may request re-evaluation of objective assessment assignments within 48 hours of grade posting.
Please come prepared with documentation to support your answer (i.e., text from class). Grades posted
during the last week of class are not eligible for re-evaluation until the first week of the following semester.
Final (overall) grades are not subject to re-evaluation.
11 CN 542/Newgent/Fall 2014
Assessment Report Outline
Name:
Address:
Phone:
E-mail:
Interviewer:
D.O.B:
Sex:
Race/Ethnicity:
Date(s) of Interview:
Report Date:
Reason for Referral
Background and History
Psychosocial History
Medical/Counseling Background
Substance Use and Abuse
Educational and Vocational History
Other Pertinent Information
Evaluation Procedures
Behavioral Observations
Assessment Results
NEO Personality Inventory – 3 (NEO PI-3)
State/Trait Anxiety Inventory (STAI)
Diagnostic Impressions
Recommendations
Summary
12 CN 542/Newgent/Fall 2014
ASSESSMENT REPORT GRADING RUBRIC
Maximum gain 20 pts.
Student Name: ____________________________
POINTS
REASON FOR REFERRAL
__________ /1
BACKGROUND AND HISTORY
__________ /4
EVALUATION PROCEDURES
__________ /1
BEHAVIORAL OBSERVATIONS
__________ /1
ASSESSMENT RESULTS
__________ /9
RECOMMENDATIONS
__________ /1
SUMMARY
__________ /3
COMPLETED IN APA 6TH EDITION FORMAT
(if no, -3)
__________
WRITTEN AT BLOOM'S LEVELS 3-4
(if no, -3)
__________
TOTAL GAIN __________ /20
Scoring:
Outstanding
Acceptable
13 CN 542/Newgent/Fall 2014
18-20 points
14-15 points
Very Good
16-17 points
Below Expectations
< 14 points
Guidelines for the Test Critique
A.
B.
C.
D.
E.
F.
G.
H.
General information
a. Title of the test; include edition and forms, if applicable
b. Authors
c. Publisher
d. Dates of publication, include dates of manuals, norms, and supplementary materials
e. Time required to administer
f. Cost of test, booklets, answer sheets, scoring services
Brief description of the purpose and nature of the test
a. General type of test; individual, group, performance, aptitude
b. Population for which the test was designed; age range, type of person
c. Nature of the content of the test
d. Subtests and separate scores
e. Item types
Practical evaluation
a. Qualitative features of test materials; design of test booklet, editorial control, ease of use,
attractiveness, durability, appropriateness for intended population
b. Ease of administration
c. Clarity of directions
d. Scoring procedures; computer scoring software
e. Face validity of test
f. Need for test-taker rapport
Technical evaluation
a. Norms
i. Type of norms/scores
ii. Standardization sample; nature, size, representativeness, procedures for obtaining sample,
subgroup norms
b. Reliability
i. Type
ii. Procedure to establish reliability
iii. Long-term stability
c. Validity
i. Type
ii. Procedure
Reviewer comments from Mental Measurements Yearbook AND other sources
User qualifications
Summery evaluation; major strengths/weaknesses (this is YOUR summary)
References
Format
a.
b.
3-4 pages; APA format 6th edition; Bloom's levels 3-4
not all of the above information will be available/relevant for all tests
14 CN 542/Newgent/Fall 2014
Test Critique
Complete 1 test critique on an assessment that you find in Tests in Print or the Mental
Measurement Yearbook. Provide copies of your critiques for all class members and instructors.
Choice of test must be pre-approved by instructor. See outline included in this syllabus for
further details. Students should take personal responsibility to ensure that they understand all
expectations of this assignment. To be eligible to earn the maximum points, you must utilize
both levels 3 and 4 of Bloom's Revised Taxonomy (2004). Performance below this level will result
in a lower grade. APA 6th ed. format is required.
Objective/Criteria
Performance Indicators
Not Acceptable
Needs Improvement Meets Expectations
APA 6th ed. Format
(0 points)
(1 points)
(2 points)
Utilization of
Blooms' Revised
Taxonomy levels 5
and 6
(0 points)
(1 points)
(2 points)
substance,
thoroughness, and
accuracy
(2 points)
(4 points)
(6 points)
out of 10
15 CN 542/Newgent/Fall 2014
*CN 542 Assessment Techniques in Counseling (Schedule) Fall 2014
08/26
Review of Syllabus; Introduction to Class
Reading: Methods and Sources of Assessment Information
Classroom Activity: Interview Guide Role Play
09/02
Classroom Activity: Library Orientation to Literature Search and Testing Materials (technology
and assessment) – Meet in the classroom
Library Work Period for Test Critiques
09/09
Reading: Introduction to Assessment; Selecting, Administering, Scoring, and Interpreting
Assessment Results
Classroom Activity: Case studies in assessment
09/16
Reading: Ethical and Legal Issues in Assessment; ACA Code of Ethics
Classroom Activity: Ethical issues case studies and analysis
09/23
Reading: Statistical Concepts; Understanding Assessment Scores
Classroom Activity: Statistical and psychometric concepts workbook
09/30
Reading: Validity; Reliability
Classroom Activity: Statistical and psychometric concepts workbook
10/07
Due: Test Critique and Presentation
10/14
Reading: Personality Assessment
Classroom Activity: In-class testing; Developing your case study; NEO PI-3 training
10/21
Reading: Clinical Assessment;
Classroom Activity: In-class testing; Developing your case study; STAI training
10/28
Reading: Assessment of Aptitude; Assessment of Achievement
Classroom Activity: In-class testing practice; WRAT-4 training
11/04
Reading: Assessment of Intelligence and General Ability
Classroom Activity: Finalizing your assessment report
11/11
Reading: Career and Employment Assessment
Classroom Activity: Academic and career planning
Due: Assessment Report
11/18
Reading: Assessment in Education
Classroom Activity: Needs assessment and program evaluation; Assessment of giftedness
Due: Extra Credit Opportunity – Option #2
11/25
No Class – Fall Break
12/02
Reading: Assessment Issues with Diverse Populations; Communicating Assessment Results
Classroom Activity: Social, cultural, and other issues of diversity case studies and analysis
12/09
Classroom Activity: Testing Immersion Day (demonstrating you new knowledge)
12/16
Final Comprehensive Examination (see syllabus for instructions)
*Subject to change