Measurement and Appraisal in Counseling
COUN 6840
Professor:
Office:
Phone:
E-Mail:
Required textbook:
None. Course readings are on D2L website.
Course description:
The goals of this course include providing students with a sound foundation in understanding the
principles and procedures of psychological & educational testing applied to counseling. Areas that will
be covered include standardized and non-standardized tests, individual and group tests, test
construction, establishing norms, methods of determining test reliability and validity, reporting of test
results, and special issues. Students will survey several broad categories of tests and assessment
techniques that can be used with children, adolescents, and adults – including psychological,
educational, counseling and vocational domains – and study the most widely used tests in these
categories. The impact of cultural factors on test administration, test scores, and test interpretation will
be addressed as will ethical and legal issues pertaining to the testing process. Students will have the
opportunity to view some tests first-hand and to take tests as part of the learning process. Students will
participate in various activities throughout the course of the semester to enhance the learning process.
Student learning outcomes:
COUN 6840 Measurement and Appraisal in Counseling
2009 CACREP Standards
Standard #
Core Curricular
Category
Standard
Learning Activities
& Experiences
II-G-3-e
Human Growth &
Development
a general framework for understanding exceptional abilities
and strategies for differentiated interventions
Course notes &
readings; Exam
II-G-4-f
Career Development
assessment instruments and techniques relevant to career
planning and decision making
Course notes &
readings; Keirsey
Temperament
Sorter II
assignment; Exam
II-G-5-c
Helping Relationships
essential interviewing and counseling skills
Measurement & Appraisal in Counseling
Course notes &
readings;
Page 1
Discussion board
questions; Exam
II-G-7-a
Assessment
historical perspectives concerning the nature and meaning
of assessment
Course notes &
readings; Exam
II-G-5-b
Assessment
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
Course notes &
readings; Exam
II-G-5-c
Assessment
statistical concepts, including scales of measurement,
measures of central tendency, indices of variability, shapes
and types of distributions, and correlations
Course notes &
readings; Normsbased
interpretation
exercise; Exam
II-G-8-d
Assessment
reliability (i.e., theory of measurement error, models of
reliability, and the use of reliability information)
Course notes &
readings; Judging
the reliability of
tests exercise;
Exam
II-G-8-e
Assessment
validity (i.e., evidence of validity, types of validity, and the
relationship between reliability and validity)
Course notes &
readings; Exam
II-G-7-f
Assessment
social and cultural factors related to the assessment and
evaluation of individuals, groups, and specific populations
Course notes &
readings; Exam
II-G-7-g
Assessment
ethical strategies for selecting, administering, and
interpreting assessment and evaluation instruments and
techniques in counseling
Course notes &
readings; Ethics in
Testing Benchmark
Test
Standard #
Clinical Mental Health
Counseling
Standard
CMHC-G-1
Assessment –
Knowledge
Knows the principles and models of assessment, case
conceptualization, theories of human development, and
concepts of normalcy and psychopathology leading to
diagnoses and appropriate counseling treatment plans
Course notes &
readings;
Discussion board
questions; Exam
CMHC-G-2
Assessment –
Knowledge
Understands various models and approaches to clinical
evaluation and their appropriate uses, including diagnostic
interviews, mental status examinations, symptom
inventories, and psychoeducational and personality
assessments
Course notes &
readings;
Discussion board
questions (Normbased
interpretation
exercise; BASC-2
exercise); Exam
Measurement & Appraisal in Counseling
Learning Activities
& Experiences
Page 2
CMHC-H-1
Assessment – Skills &
Practices
Selects appropriate comprehensive assessment
interventions to assist in diagnosis and treatment planning,
with an awareness of cultural bias in the implementation
and interpretation of assessment protocols
Course notes &
readings;
Discussion board
questions;
Selection of a
Test/Assessment
Activity
assignment; Exam
CMHC-J-3
Research & Evaluation
– Skills & Practices
Analyzes and uses data to increase the effectiveness of
clinical mental health counseling interventions and programs
Course notes &
readings; Analyzing
and Using Data to
Increase the
Effectiveness of
Interventions
exercise
CMHC-K-4
Diagnosis – Knowledge
Understands the relevance and potential biases of
commonly used diagnostic tools with multicultural
populations
Course notes &
readings; Diversity
in Assessment
benchmark quiz;
Exam
CMHC-L-1
Diagnosis – Skills &
Practices
Demonstrates appropriate use of diagnostic tools, including
the current edition of the DSM, to describe the symptoms
and clinical presentation of clients with mental and
emotional impairments
Course notes &
readings;
Discussion board
questions (Normbased
interpretation
exercise; BASC-2
exercise)
Standard #
School Counseling
Standard
Learning Activities
& Experiences
SC-H-2
Assessment – Skills &
Practices
Selects appropriate assessment strategies that can be used
to evaluate a student’s academic, career, and
personal/social development
Course notes &
readings; Exam
SC-H-3
Assessment – Skills &
Practices
Analyzes assessment information in a manner that produces
valid inferences when evaluating the needs of individual
students and assessing the effectiveness of educational
programs
Course notes &
readings;
Discussion board
questions; Analysis
of TCAP results
quiz; Exam
SC-I-3
Research & Evaluation
– Knowledge
Knows basic strategies for evaluating counseling outcomes in
school counseling (e.g., behavioral observation, program
evaluation)
Course notes &
readings; Exam
Necessary student internet skills and equipment:
Measurement & Appraisal in Counseling
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This is an “online” course, meaning that the course material and related activities will be presented on a
computer and completed outside of the classroom, respectively. It is important that you have at least
minimal competence in the use of the Internet and know how to send and receive e-mail messages and
post messages to a discussion board in order to successfully complete this course. It will be most
convenient for you to use your personal computer to complete computer-based assignments in this
course. However, if you do not own a computer or cannot access course material with your computer
(e.g., because of an old operating system or other computer “glitch”), then you may use select
computers on campus that have Internet access (e.g., BAS S137, library) or any other Internet-accessible
computer to complete assignments. This last point cannot be emphasized enough - if you are having
problems with your computer then you must find another computer to use to keep up with
assignments/tests!
Troubleshooting assistance:
If you have problems accessing the D2L (i.e., Desire to Learn) Measurement and Appraisal in Counseling
website, then you should contact the Instructional Technology Help Desk for assistance (615-898-5345
or help@mtsu.edu).
Course structure:
You will be required to complete a variety of Internet-based and related activities during the course.
The course is presented in “modules” which contain topic-specific material relating to the chapter to be
covered during a particular week (day during summer session) of class. For each module, you will read
the information contained on the Measurement and Appraisal in Counseling website and complete any
assigned activities associated with a module. Some of these activities entail responding to questions
pertaining to the module material and/or readings, while other activities include searching websites that
contain information/resources and using discussion boards to spark discussions relating to the material.
You do not have to complete modules on the day they are assigned. You may complete the module
on that day or any day prior to the exam (SUGGESTION: Don’t procrastinate!).
Course notes will be available by accessing the Measurement and Appraisal in Counseling website
through D2L (i.e., https://elearn.mtsu.edu), MTSU’s portal to university-related materials. You will be
expected to keep up with the readings and contribute to class discussions on an electronic discussion
board. Each module will have specific instructions for readings, outside activities, and directions for class
discussion and/or written reactions. Your input and reactions are very important to the instructor and
fellow classmates.
Some students quickly discover that an Internet course takes more initiative than traditional face-toface instruction and can, in many ways, take them by surprise. As such, it is important that you pay
close attention to the course schedule in order to stay on top of things! Since class activities take place
“at a distance,” it is easy to put off studying to attend to other responsibilities that may seem more
pressing. However, you are urged to be careful not to fall behind. Between working through the on-line
lessons, completing the corresponding reading and writing assignments, and conducting related Web
and library research, you should plan on spending an average of two to three hours per week on this
course (and one to two hours per day during the summer session).
Measurement & Appraisal in Counseling
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IT IS VERY IMPORTANT THAT YOU CHECK YOUR UNIVERSITY E-MAIL ACCOUNT WITHIN THE
D2L/MEASUREMENT AND APPRAISAL IN COUNSELING WEBSITE FOR MESSAGES AT LEAST THREE
TIMES PER WEEK THROUGHOUT THE COURSE OF THE SEMESTER (AND ON A DAILY BASIS DURING THE
SUMMER SESSION) AS THIS IS THE PRIMARY WAY THAT THE INSTRUCTOR WILL COMMUNICATE WITH
YOU! (NOTE: University e-mail addresses have automatically been entered into the Measurement and
Appraisal in Counseling website by the Office of Information Technology and these are the addresses
that must be used for the course. The instructor will not use any other e-mail address for
communication purposes.) If at any time you feel like you are having trouble keeping up, please contact
the instructor immediately so the problem can be addressed expediently.
Evaluation of coursework:
1. Class participation. You are required to post responses to an electronic discussion board pertaining
to questions posed by the instructor and exercises associated with a few modules. The minimum
amount of participation is to contribute to an online “classroom discussion” at least five times
throughout the course of the semester AND to respond to the responses of classmates at least five
times (i.e., five sets of discussion board responses).
In order to receive credit for class participation, YOU ARE REQUIRED TO DEPOSIT COPIES OF YOUR
RESPONSES (I.E., YOUR RESPONSES TO DISCUSSION QUESTIONS AS WELL AS YOUR RESPONSES TO
CLASSMATES’ RESPONSES) IN THE APPROPRIATE D2L/MEASUREMENT AND APPRAISAL IN
COUNSELING “DROPBOXES” AS WELL AS POSTING YOUR RESPONSES TO THE DISCUSSION BOARD BY
THE DUE DATE SPECIFIED BY THE INSTRUCTOR. You should not post or deposit discussion board
responses IN ADVANCE of the suggested date for a module! It only serves to confuse other students if
you post a response to, say, Module 8 when everyone else is still posting responses to Module 3.
D2L dropbox instructions:
After writing a response to a discussion question (and a response to the discussion board posting of a
classmate) and prior to posting it to the discussion board, highlight and copy the response, create a new
Microsoft Word file and paste the discussion response into the new document. The following format
should be used to title and save the file:
John Doe (i.e., your name).Module2Discussion (or whatever module the question pertains to)
e.g., John Doe.Module2Discussion
e.g., John Doe.Module2Discussion.ReponseToClassmate
Once the file has been created, you can post your response to the discussion board. Next, click on
“Dropbox” on the menu bar of the course website and locate the box/folder corresponding to the
module discussion question you just completed (e.g., “Module2.Norms And Basic Statistics”) and upload
the file into that specific dropbox (i.e., deposit mail into the dropbox).
IMPORTANT NOTE REGARDING DISCUSSION BOARD POSTINGS: Simply writing a few words or a
sentence and posting this to the discussion board does not constitute proper participation (e.g., “I agree
with what Ernie said.”). If it is apparent to the instructor that you are merely posting responses for the
Measurement & Appraisal in Counseling
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sake of earning participation points, and have not really thought about the issues at hand, you will not
receive credit for participation. The instructor is looking for well-reasoned thoughts, opinions, positions,
and/or arguments pertaining to questions or the responses of classmates.
Discussion Board Scoring Rubric
5 points
Discussion board responses:
• are made in time for others to read and
respond
• deliver information that is full of thought,
insight, and analysis
• make connections to previous or current
content or to real-life situations
• contain rich and fully developed ideas,
connections, or applications
0 points
Discussion board responses:
• may not be made in time for others to read
and respond
• are rudimentary and superficial; there is little
evidence of insight or analysis
• contribute few ideas, connections, or
applications
• may be off topic
You are required to post and deposit into dropboxes responses to discussion questions AND responses
to responses of classmates pertaining to the following modules:
Section 1 Discussion Board Postings:
Post at least one response AND one response to the response of a classmate pertaining to one of these
modules:
•
•
Module 2: Norms & Basic Statistics
Module 3: Reliability
Section 2 Discussion Board Postings:
Post at least one response AND one response to the response of a classmate pertaining to one of these
modules:
•
•
•
Module 5: Building a Test
Module 7: Wechsler Adult Intelligence Scales - 4th Edition
Module 8: Kaufman Brief Intelligence Test - 2nd Edition
Section 3 Discussion Board Postings:
Post at least one response AND one response to the response of a classmate pertaining to one of these
modules:
•
Module 10: Structured Personality & Symptom Inventories
Measurement & Appraisal in Counseling
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•
Module 15: Interviewing Techniques
Although you are required to post at least one response AND respond to the response of a classmate to
each of the three sections above, you still must post a MINIMUM of five sets of responses throughout
the course of the semester/summer session. Each set of responses that is deemed worthy of credit is
worth 5 points (you are awarded points for sets of responses and not individual responses). You may
only accumulate 5 points per discussion topic/activity, although in some cases you may choose to post
more than one set of responses to a particular topic/activity.
If you have not posted any responses by the time, say, the Interviewing Techniques discussion board
activity rolls around at the end of the semester/summer session and think to yourself, “I’ll just post four
different sets of responses to the Interviewing discussion question so I can get all of my discussion
points,” you will be surprised to discover that you are only eligible to earn points for ONE set of
responses. Likewise, if you get to the end of the semester/summer session and attempt to post sets of
responses to discussion board activities that occurred earlier in the semester/session OR post five sets
of responses that only pertain to ONE of the sections listed above, you will not receive credit for posting
responses late/in this manner.
Responses to discussion board activities will account for 12% of your grade (5 points x 5 sets of
discussion board responses = 25 points). Class participation points will be assigned as follows:
•
•
•
•
•
•
25 points – if you post to the discussion board 5 sets of discussion board responses AND deposit
these responses in the appropriate dropboxes within the specified time frame and the instructor
deems the responses worthy of credit. Discussion board responses must be distributed across
the three sections as specified previously in order to receive proper credit.
20 points – if you post to the discussion board 4 sets of discussion board responses AND deposit
these responses in the appropriate dropboxes within the specified time frame and the instructor
deems the responses worthy of credit. Discussion board responses must be distributed across
the three sections as specified previously in order to receive proper credit.
15 points – if you post to the discussion board 3 sets of discussion board responses AND deposit
these responses in the appropriate dropboxes within the specified time frame and the instructor
deems the responses worthy of credit.
10 points - if you post to the discussion board 2 sets of discussion board responses AND deposit
these responses in the appropriate dropboxes within the specified time frame and the instructor
deems the responses worthy of credit. Discussion board responses must be distributed across
two sections in order to receive proper credit.
5 points – if you post to the discussion board 1 set of discussion board responses AND deposit
these responses in the appropriate Dropbox within the specified time frame and the instructor
deems the responses worthy of credit.
0 points – if you fail to post any discussion board responses to the discussion board OR if you fail
to deposit any discussion board responses in the appropriate dropboxes within the specified
time frame AND/OR if the instructor deems that no discussion board response is worthy of
credit.
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2. Exams. There are four (4) 30-point exams that account for 58% of your grade. The exams are
multiple-choice and non-cumulative. Each exam covers the module material posted on the website (i.e.,
course notes, handouts, etc. contained in modules). Exams can be accessed by clicking on “Quizzes” on
the menu bar of the course website.
Please write down your answers to test questions on a piece of paper as you take exams so in the
event of a “technical glitch” you can send copies of their answers to the instructor or have the
instructor re-set the exam for you.
ACADEMIC HONESTY STATEMENT: Although there is no way the instructor can guarantee test security,
you are requested to refrain from sharing exam items with anyone outside of the class as some items
may be used with other students in the future. You are in the process of developing your identity as a
professional counselor and it is important that you demonstrate a commitment to uphold ethical
standards of the American Counseling Association and other applicable organizations.
You will have ninety (90) minutes to complete online exams. Once the 90 minute time period has
elapsed, you are no longer able to submit answers, thus it is important that you keep track of how much
time you have left as you take exams. In addition, you must submit all of your answers to exam
questions prior to the deadline set forth by the instructor on the website (i.e., if the instructor indicates
that you have until 11:00 p.m. on a particular day to finish your exam, then you should submit all of your
answers by 10:59 p.m. or else D2L will not accept the answers and you will be out of luck).
The instructor will inform you of the days and times that exams are available for completion. Exams are
available to take anytime within a 40 hour time period (between 6:00 a.m. on a Saturday morning and
10:59 p.m. on a Sunday evening). The instructor will not schedule special times for you to take exams.
If you are unable to take an exam online due to technological difficulties or if your scores do not
appear/register properly under “Grades” after taking an exam, then you may submit your answers to
the instructor by e-mail, but must do so within 24 hours of the posted ending time for the exam!
3. Class assignments: You are required to write two 1 – 2 page reports on the following psychological
tests:
a. Kaufman Brief Intelligence Test – 2nd Edition
b. Keirsey Temperament Sorter – II. This test can be accessed on the Keirsey website. After you
have responded to all of the test questions, you should opt to purchase the “Classic” version of
the test. There is a $14.95 charge for this test.
Instructions for writing the reports can be found with the Kaufman Brief Intelligence Test – 2nd Edition
and Structured Personality Tests & Inventories module materials. Each report is worth 10 points (20
points possible). Class assignments account for 10% of your grade. Assignments will be graded within
one week after submission. The instructor will use the following rubric to grade reports:
Measurement & Appraisal in Counseling
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Grading Rubric for Kaufman Brief Intelligence Test – 2nd Edition and
Keirsey Temperament Sorter II (KTS-II) Reports
Unacceptable
I
Used proper formatting
to write report
ADD up to 2 points
II
Accuracy of data / test
results
ADD up to 4 points
III
Quality of
interpretations /
discussion of test
results
ADD up to 4 points
Did not format report
as instructed
0 points
Inaccurate data / test
results reported
0 – 1 points
Poor interpretation of
test results; Ideas are
frequently presented
without attention to
synthesis or critical
analysis
0 – 1 points
Marginal/Acceptable
Target/Outstanding
Formatted the majority
of the report as
instructed.
Formatted the report as
instructed.
1 point
2 points
Mostly accurate data /
test results reported
2 - 3 points
Mostly accurate
interpretation of test
results; Effort is made
to synthesize and
critically analyze ideas
2 - 3 points
Accurate data / test
results reported
4 points
Accurate interpretation
of test results; Ideas are
well synthesized and
critically analyzed
4 points
IV
Mechanics (spelling,
basic punctuation, and
typos)
Errors in spelling,
punctuation and/or
typos are numerous
throughout the report.
DEDUCT up to 3 points
3 points
Errors in spelling and
punctuation are
minimal as are typos.
1 - 2 points
The report is basically
free of spelling and
punctuation errors, and
typos.
0 points
4. Application of psychological tests/assessment procedures paper. You are required to write an
application-based paper in which you identify three tests and/or assessment procedures (e.g.,
interviews, behavioral observation) that you might actually use in your professional counseling career.
You should justify your reasons for using the particular tests/assessment procedures, provide
Measurement & Appraisal in Counseling
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information pertaining to their reliability and validity, and interpret test scores for a fictitious
student/client based on two of these tests. Directions for the paper can be found on the course
website.
You can earn 35 points for the paper, which accounts for approximately 17% of your grade. Application
papers will be graded based on criteria outlined in the rubric at the end of the syllabus within one week
after the submission of your paper.
5. Selecting a Test/Deciding on an Assessment Approach. You are required to read a case scenario
pertaining to a student or client who is exhibiting various types of problems and specify three tests
and/or assessment approaches you might utilize in the situation. You must justify the reasons for your
choices and discuss how your choices may be impacted by student/client diversity factors. You can earn
5 points for this capstone activity, which accounts for 3% of your grade.
Summary of Graded Activities for
Measurement & Appraisal in Counseling Course
Activity
Points
% of Overall Grade
Discussion board
Exams
Assignments
Application paper
Selecting a Test /
Deciding
on
an
Assessment
Approach
25
120
20
35
5
12
58
10
17
3
205
100
Grading system:
There are a total of 205 points that can be earned in this course. There is no opportunity to earn extra
credit! The following grading scale will be used to calculate students’ scores as follows:
191 – 205
185 – 190
179 – 184
173 – 178
Measurement & Appraisal in Counseling
A
AB+
B
Page 10
165 – 172
159 – 164
153 – 158
145 – 152
139 – 144
133 – 138
125 – 132
124 and below
BC+
C
CD+
D
DF
Counseling dispositions:
Graduate students in the Professional Counseling program are required to demonstrate program
Dispositions (i.e., being collaborative, ethical, professional, reflective, self-directed, and critical-thinking
students) in this class and in all other academic and professional endeavors. Information regarding
demonstration of these dispositions may be communicated to program faculty and used as a
component of the faculty’s continuous evaluation of student progress. (See Professional Counseling
Program Handbook for details.)
Dropping this course:
If you discontinue participating in class, (i.e., do not complete the required course work), but do not
officially drop or withdraw from the course, then you will receive a grade of “F.” You may only drop the
course within the course drop/add period.
Reasonable accommodations for students with disabilities:
If you have a disability that may require assistance or accommodation or have questions related to any
accommodations for testing, etc., then contact the instructor as soon as possible. You may also contact
the MTSU Disabled Student Services office (615-898-2783) with questions about such services.
Resources for success in graduate school:
•
•
•
•
•
James A. Walker Library
Distance learning librarian:
Amy York (ayork@ulibnet.mtsu.edu)
University Writing Center
University College (previously “Continuing Education & Distance Learning”)
Academic misconduct policies
Frequently asked questions:
Frequently Asked Questions may be found on the D2L website (link can be found on the menu bar).
Housekeeping rules:
Measurement & Appraisal in Counseling
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1. Make-up exams are only allowed in the case of an emergency or illness. Forgetting to take an exam
during the specified time period, going out of town for a wedding, having to “work all weekend,” etc. are
not adequate justifications for making up an exam. To make up an exam, you should make an effort to
contact the instructor before the scheduled exam. Making up an exam due to an illness or attendance
at a funeral will require a doctor’s excuse verifying the illness or a copy of the funeral program.
2. Save files of all written assignments (i.e., K-BIT-2 and Keirsey Temperament assignments; application
paper) that were submitted to the instructor. In addition, record your answers to exam questions on a
separate piece of paper as you take exams in the event that a computer malfunction prevents you from
submitting your answers to the D2L/ Measurement and Appraisal in Counseling website thus requiring
you to e-mail answers to the instructor (or have the instructor reset the exam for you on the website).
3. Please refrain from posting discussion board responses IN ADVANCE of the suggested date for a
module.
4. Test security is important. You MAY NOT share the contents of exams with anyone - in paper or
electronic form - including online exam sharing sites. Students who engage in this practice may be
subject to dismissal from the university.
DISCLAIMER: This course does not provide adequate preparation in the administration, scoring, and
interpretation of all psychological and educational tests. The goal is to familiarize you with commonly
used tests and the psychological testing process and the principles upon which psychological testing is
based. The administration, scoring, and interpretation of most psychological and educational tests
require supervised experience in an appropriate setting.
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Course Outline
Topic/Module
Suggested Date to Complete Course
Readings & Activities
Orientation (review syllabus)
Prior to Date
Introduction
Norms & Basic Statistics for Testing
Reliability
Validity
Exam #1
Date
Date
Date
Date
Date
Building a Test
The Nature of Intelligence
The Wechsler Adult Intelligence Scale – 4th Edition
Kaufman Brief Intelligence Test – 2nd Edition
Exam #2
Date
Date
Date
Date
Date
Spring break – Date
Group Ability Tests
Structured Personality & Symptom Inventories
Tests for Choosing Careers
Date
Date
• Kaufman Brief Intelligence Test – 2 assignment
due
Date
• Keirsey Temperament Sorter II (Classic version)
should be taken online no later than April 4
(KTS-II assignment can be found in Structured
Personality module)
Date
Exam #3
Date
Projective Personality Tests
Selection & Decision Analysis
Measurement & Appraisal in Counseling
•
Date
Keirsey Temperament Sorter II assignment
due
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Test Administration
Interviewing Techniques
Alternatives to Traditional psychological Tests
•
•
Exam #4
Date
Date
Date
Application of Psychological
Tests/Assessment Procedures paper due
Selecting a Test/Deciding on an Assessment
Activity due
Date
There is no comprehensive final exam administered in this class.
There is no extra credit that can be earned in this course.
_____________________________________________________________________________
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Grading Rubric for Application Paper
(Adapted from Dr. Stella Porto)
Qualities & Criteria
Format/Layout
•
Presentation of the text
•
Structuring of text
•
Follows requirements of
length, font and style
Unacceptable
Marginal/Acceptable
Poorly follows the
Follows, for the most
Closely follows all or
requirements related to part, all the requirements nearly all of the
format and layout.
related to format and
requirements related to
layout.
format and layout.
Some requirements are
not followed.
(0 – 1 point)
(2 – 3 points)
Content/Information
•
•
•
•
The paper does not
The paper essentially
address relevant
addresses relevant
All elements of the topics are topics/issues (or does so topics/issues. The
poorly). The provided
provided information is,
addressed
information is
for the most part,
unnecessary
or
necessary and sufficient
The information is technically
insufficient to discuss the to discuss the
sound
topic/issues. The
topic/issues. The
provided
information
is
provided information is
Information based on careful
not based on careful
based on some careful
research and/or reasoning
research and/or
research and/or basic
reasoning.
The
reasoning. The
Coherence of information
information is not
information is presented
presented coherently. fairly coherently.
(Weight 50%; 18 points possible)
Target/Outstanding
(0 – 6 points)
Measurement & Appraisal in Counseling
(7 – 14 points)
(4 – 5 points)
The paper addresses
relevant topics/issues.
The provided
information is necessary
and sufficient to discuss
the topic/issues. The
provided information is
based on careful
research and
demonstrates
complexity in reasoning.
The information is
presented coherently.
(15 – 18 points)
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Quality of Writing
•
•
•
The paper is not well
The paper is well written The paper is well
written, and contains
for the most part, with written from start to
many spelling errors,
few spelling, grammar or finish, without spelling,
Clarity of sentences and
and/or
grammar
errors
use of English errors. The grammar or use of
paragraphs
and/or use of English
paper is for the most part English errors. The
errors.
The
paper
is
badly
well organized, clear and paper is well organized,
No errors and spelling,
organized,
lacks
clarity
presents ideas in a
clear and presents ideas
grammar and use of English
and/or does not present coherent way.
in a coherent way.
ideas
in
a
coherent
way.
Organization and coherence of
ideas
(Weight 30%; 10 points possible)
(0 – 2 points)
(3 – 7 points)
(8 – 10 points)
References and use of references
•
•
•
•
Most of the references Most of the references All the references used
used are not important, used are important, and are important, and are
are of good/scholarly
of good/scholarly
Scholarly level of references and/or are not of
good/scholarly quality. quality. There is a
quality. There is a
How effective the references There is not a minimum minimum of
minimum of 4 scholarly
of
2
scholarly
resources,
2
scholarly
resources
that
resources that are used
are used in the paper
and/or they are not used are for the most part
effectively in the paper.
effectively in the paper. used effectively in the
All the references are
Soundness of references
References are not
paper. Most of the
effectively used,
APA style in reference list and effectively used, and/or references are effectively correctly cited and
correctly cited and/or
used, correctly cited and correctly listed in the
for citations
correctly listed in the
correctly listed in the
reference list according
reference list according reference list according to APA style.
to APA style.
to APA style.
(Weight 5%; 2 points possible)
(0 points)
Measurement & Appraisal in Counseling
(1 point)
(2 points)
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