Longwood University Guidance & Counseling Assessment Plan
Longwood Educational
Program: Guidance & Counseling
Program Coordinator email Address: howefj@longwood.edu
SPA Name: Virginia DOE Standards
Date SPA Assessment
Plan Submitted: 10/19/06
Longwood State Assessment Plan – Guidance & Counseling
Program
Coordinator: Frank Howe
Program
Coordinator Office
Phone: 434-395-2338
SPA Website: http://www.pen.k12.va.us/VDOE/Compliance/TeacherED/nulicvr.pdf
Date Plan
Approved by AIR:
Page 1
Frank Howe 6/28/2016
Chart 1: Alignment between Program Assessments and State Guidance and Counseling Standards
Assessments
VIRGINIA DEPARTMENT OF
ECUCATION STANDARDS
GUIDANCE & COUNSELING
1. The ability to support
students by cooperatively
working with parents/guardians
and teachers.
2. Understanding of the
principles and theories of
human growth and
development throughout the
lifespan and their implications
for school guidance and
counseling.
3. Understanding of the social
and cultural foundations of
education and their implications
for school guidance and
counseling.
4. Understanding of lifespan
career development.
5. Understanding of the skills
and processes for counseling
students to include:
a. Individual and group
counseling for academic
development;
b. Individual and group
counseling for career
development; and
c. Individual and group
counseling for personal/social
development
6. Understanding of the
knowledge, skills, and
processes for providing
developmental group guidance,
including:
a. Academic development;
b. Career development; and
1
Community
Resources
Project
EDUC 601
2
Parent
Interview
Project
EDUC 613
X
X
Longwood State Assessment Plan – Guidance & Counseling
3
Counseling
Theory
Paper
EDUC 505
4
Life Span
Paper
EDUC 521
X
X
5
SPED
Services
Provider
Interview
EDUC 613
6
Career
Development
Paper
EDUC 610
7
G&C
Program
Plan
EDUC 637
8
Counseling
Role Play
EDUC 545
X
X
9
Ethical
Concerns
Presentation
EDUC 637
10
Counseling
Strategies
Paper
EDUC 555
X
X
X
Page 2
Frank Howe 6/28/2016
Assessments
VIRGINIA DEPARTMENT OF
ECUCATION STANDARDS
GUIDANCE & COUNSELING
1
Community
Resources
Project
EDUC 601
2
Parent
Interview
Project
EDUC 613
3
Counseling
Theory
Paper
EDUC 505
4
Life Span
Paper
EDUC 521
5
SPED
Services
Provider
Interview
EDUC 613
6
Career
Development
Paper
EDUC 610
7
G&C
Program
Plan
EDUC 637
8
Counseling
Role Play
EDUC 545
9
Ethical
Concerns
Presentation
EDUC 637
10
Counseling
Strategies
Paper
EDUC 555
c. Personal/social development
7. Understanding of the skills
and processes related to the
school counseling program at
the elementary,
middle, and secondary levels,
including:
a. Characteristics of learners at
the elementary, middle, and
secondary levels;
b. Program planning;
c. Coordination;
d. Consultation; and
e. Staffing patterns
8. Understanding of the
knowledge, skills, and
processes of student appraisal
and assessment relative to
school guidance and
counseling programs,
including: a. Individual
assessment; and
b. Group assessment
9. Understanding of the
counseling professional,
including:
a. Legal considerations;
b. Ethical considerations; and
c. Professional issues and
standards
10. Understanding of the skills
and processes of research and
evaluation aimed at improving
school guidance and
counseling programs
Longwood State Assessment Plan – Guidance & Counseling
X
X
X
X
Page 3
Frank Howe 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Rubric Items/Scores that Meet State Standards
Assessments
VIRGINIA DEPARTMENT OF
ECUCATION STANDARDS
GUIDANCE & COUNSELING
1. The ability to support
students by cooperatively
working with parents/guardians
and teachers.
2. Understanding of the
principles and theories of
human growth and
development throughout the
lifespan and their implications
for school guidance and
counseling.
3. Understanding of the social
and cultural foundations of
education and their implications
for school guidance and
counseling.
4. Understanding of lifespan
career development.
5. Understanding of the skills
and processes for counseling
students to include:
a. Individual and group
counseling for academic
development;
b. Individual and group
counseling for career
development; and
c. Individual and group
counseling for personal/social
development
6. Understanding of the
knowledge, skills, and
processes for providing
developmental group guidance,
including:
a. Academic development;
b. Career development; and
1
Community
Resources
Project
EDUC 601
2
Parent
Interview
Project
EDUC 613
Overall
Score
Overall
Score
Longwood State Assessment Plan – Guidance & Counseling
3
Counseling
Theory
Paper
EDUC 505
4
Life Span
Paper
EDUC 521
Overall
Score
Overall
Score
5
SPED
Services
Provider
Interview
EDUC 613
6
Career
Development
Paper
EDUC 610
7
G&C
Program
Plan
EDUC 637
8
Counseling
Role Play
EDUC 545
Section 35 Scores
Overall
Score
9
Ethical
Concerns
Presentation
EDUC 637
10
Counseling
Strategies
Paper
EDUC 555
Overall
Score
Overall
Score
Section 5
Score
Page 4
Frank Howe 6/28/2016
Assessments
VIRGINIA DEPARTMENT OF
ECUCATION STANDARDS
GUIDANCE & COUNSELING
1
Community
Resources
Project
EDUC 601
2
Parent
Interview
Project
EDUC 613
3
Counseling
Theory
Paper
EDUC 505
4
Life Span
Paper
EDUC 521
5
SPED
Services
Provider
Interview
EDUC 613
6
Career
Development
Paper
EDUC 610
7
G&C
Program
Plan
EDUC 637
8
Counseling
Role Play
EDUC 545
9
Ethical
Concerns
Presentation
EDUC 637
10
Counseling
Strategies
Paper
EDUC 555
c. Personal/social development
7. Understanding of the skills
and processes related to the
school counseling program at
the elementary,
middle, and secondary levels,
including:
a. Characteristics of learners at
the elementary, middle, and
secondary levels;
b. Program planning;
c. Coordination;
d. Consultation; and
e. Staffing patterns
8. Understanding of the
knowledge, skills, and
processes of student appraisal
and assessment relative to
school guidance and
counseling programs,
including: a. Individual
assessment; and
b. Group assessment
9. Understanding of the
counseling professional,
including:
a. Legal considerations;
b. Ethical considerations; and
c. Professional issues and
standards
10. Understanding of the skills
and processes of research and
evaluation aimed at improving
school guidance and
counseling programs
Longwood State Assessment Plan – Guidance & Counseling
Section 67 Scores
Overall
Score
Overall
Score
Section 8
Score
Page 5
Frank Howe 6/28/2016
Chart 3: List of Assessments and Time of Administration
Name of Assessment
Type or
Form of Assessment1
When the Assessment
Is Administered2
1
Community Resources Project
Project
EDUC 601
2
Parent Interview Project
Project
EDUC 613
3
Counseling Theory Paper
4
Life Span Paper
5
SPED Services Provider Interview
6
Career Development Paper
7
G & C Program Plan
8
Counseling Role Play
9
Ethical Concerns Presentation
10 Counseling Strategies Paper
Paper
EDUC 505
Paper
EDUC 521
Interview
EDUC 613
Paper
EDUC 610
Program Plan
EDUC 637
Role Play
EDUC 545
Presentation
EDUC 637
Paper
EDUC 555
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood State Assessment Plan – Guidance & Counseling
Page 6
Frank Howe 6/28/2016
APPENDIX:
Standard Based Assessment Rubrics
Longwood State Assessment Plan – Guidance & Counseling
Page 7
EDUC 601
COMMUNITY RESOURCES PROJECT RUBRIC (Assessment #1)
*A score of 11 is considered Acceptable.
Rating 
Indicator 
Services provided
to group by a
selected
organization
Unclear as to
sources of
information about
services
Obtain a list of
references relevant
to group (e.g.,
magazines)
Only one type of
reference
featured in list
Partially Met
(2)
Information is
provided about
two
characteristics of
the group
Clearly identified
one to two input
sources for
determination
Clearly identified
one to two
sources of
information
about services
Two types of
references
featured in list
Identify local and
national resources
(e.g., churches,
television stations)
that target group
Total Score
Only one type of
resource featured
in list
Two types of
resources
featured in list
Obtain social and
demographic
information about
group (e.g.,
education rates)
Determination of
mental health
services needs
Unmet
(1)
Information is
provided about
one characteristic
of the group
Unclear as to
input for services
determination
Three or more
types of resources
featured in list
Score
/ 15
COMMENTS:
Don Fleming, Ph.D.
EDUC 601
Counseling in a Pluralistic Society
Longwood State Assessment Plan – Guidance & Counseling
Met
(3)
Information is
provided about
three or more
characteristics of
the group
Clearly identified
three or more input
sources for
determination
Clearly identified
three or more
sources of
information about
services
Three or more
types of
references
featured in list
Page 8
EDUC 613
PARENT INTERVIEW RUBRIC (Assessment #2)
*A score of 18 is considered Acceptable.
Rating 
Indicator 
Unmet
(1)
Describes subjects’
disability, family
characteristics
Is unable to clearly
describe subject’s
disability or family
characteristics
Skills needed for
working with disability
No evidence of
probing interviewee
to determine skills
needed
Counseling
publications
Does not present
ways information
learned affects the
work of the school
counselor
Writing is not well
organized and
difficult to understand
Writing organization
Writing mechanics
Technical requirements
Paper submission
Respects confidentiality
of subject(s)
Paper contains many
(more than 5)
spelling, syntax, or
sentence
construction errors
Paper is less than 2
pages in length or is
not double spaced or
typed
Paper is submitted
more than one week
late
Confidential
information is
presented
Partially Met
(2)
Describes family
situation or subject’s
characteristics but is
unable to make
connections
between the two
Some evidence of
probing is evident
but does not present
a clear picture
Presents at least 1-2
ways information
learned affects the
work of the school
counselor
Writing is organized
but is difficult to
follow and lacks
cohesion
Paper contains 3-5
spelling syntax, and
sentence
construction errors
Paper is 2 pages in
length, or is not
double spaced or
typed
Paper is submitted
no more than one
week beyond
deadline
Some identifying
information is
presented
Total Score
Score
Clearly describes
family situation and
how subject fits into
family
Evidence exists that
probing interviewee
occurred to determine
relevant information
on skills needed for
working with subject in
family
Presents 3 or more
ways the information
affects the work of the
school counselor
Writing is well
organized, logical and
sequential
Paper is well written.
Spelling, syntax, and
sentence construction
are correct
Paper is 3 or more
pages in length,
double spaced, and
typed
Paper is submitted by
due date
Identifying information
is limited
/ 24
COMMENTS:
Guidance and Counseling of Exceptional Students Educ 613
Don Fleming,Ph.D.
Longwood State Assessment Plan – Guidance & Counseling
Met
(3)
Page 9
EDUC 505
COUNSELING THEORY PAPER RUBRIC (Assessment #3)
*A score of 29 is considered Acceptable.
Rating 
Indicator 
Unmet
(1)
Introduction
Little evidence of
statement of topic or
purpose
Definition of
Counseling
Definition is inaccurate
and difficult to
understand
Describes few (3 or
less) aspects of view of
human nature
Key Concepts
Counseling Role
Does not define helper
role and functions
Therapeutic Goals
and Process
Is unable to describe
goal and procedures for
working with clients
Relationship Issues
No evidence of
client/counselor
relationship is presented
Presents few (3 or less)
counseling techniques
Application &
Counseling
Techniques
Evaluation of
Approach
Conclusion
Ideas are illogical
Writing Organization
Writing is not well
organized and difficult to
understand
Paper contains many
(more than 5) spelling,
syntax, or sentence
construction errors
Paper is less than 3
pages in length
Writing Mechanics
Technical
Requirements
Paper Submission
Conclusions are illogical
and do not fit data
presented
Paper not submitted
within time required
Partially Met
(2)
Statement of topic
and/or purpose of
paper are vaguely
stated
Definition is accurate
yet difficult to
understand
Describes 4-5 aspects
of view of human
nature
Helper role and
functions are vaguely
defined
Describes 3 therapeutic
goals and procedures
for working with clients
Client/counselor
relationship is not
clearly stated
Presents 4-5
techniques that be
applied with this
approach
Ideas are vaguely
stated
Conclusions contain 12 errors.
Summarizations of data
are weak
Writing is organized but
is difficult to follow and
lacks cohesion
Paper contains 3-5
spelling, syntax, and
sentence construction
errors
Paper is 3 pages in
length, or is not doublespaced or typed
Paper submitted no
more than one week
beyond deadline
Total Score
Score
Serves as a prologue and
presents clear, concrete
statement of topic and
purpose of paper
Definition is accurate and
clear
Clearly describes 6
aspects of view of human
nature and articulates
factors that account for
changes in behavior
Defines helper role and
functions clearly
Accurately describes 4
therapeutic goals and
procedures for working
with clients
Discusses characteristics
of client/counselor
relationship
Presents 6 techniques
that might be applied with
this approach
Presents sound and
logical ideas
Draws accurate
conclusions and
summarizes data
accurately
Writing is well organized,
logical and sequential
Paper is well written.
Spelling, syntax, and
sentence construction
are correct
Paper is 4-5 pages in
length, double-spaced,
and typed
Paper submitted by due
date
/ 39
Comments:
Don Fleming, PhD
Longwood State Assessment Plan – Guidance & Counseling
Met
(3)
Page 10
EDUC 505
Theories of Counseling and Psychotherapy
Longwood State Assessment Plan – Guidance & Counseling
Page 11
EDUC 521
LIFE SPAN PAPER RUBRIC (Assessment #4)
*A score of 16 is considered Acceptable.
Formerly Called: Rubric for Assessment of the Application of Knowledge Project
0
1
2
3
4
Organization
Organization is
unclear and
missing two or
more critical
elements (time,
location, method
of data
collection)
Organization is
unclear and
missing one
critical element
(time, location,
method of data
collection)
Organization is
unclear or
missing one
critical element
(time, location,
method of data
collection)
Clear
organization of
the investigation
(time, location,
method of data
collection)
Data collection
strategies
Strategies are
missing or
grossly
inappropriate
Actual questions
or rubric for
observations is
missing or poorly
described
Strategies are
unclear and
inappropriate
Strategies are
either unclear or
inappropriate
Strategies are
clear and
appropriate
Actual questions
or rubric for
observations is
described in
general terms
Actual questions
or rubric for
observations is
described in
some detail
Data Summary
No summary
presented
Analysis
No analysis of
the data in terms
of the topic and
class material is
presented or one
that contains
serious or
multiple errors or
flaws
Summary is
incorrect or
missing
information
A general
analysis of the
data in terms of
the topic and
class material
contains some
errors or flaws
General
Summary of
data is
presented
A general
analysis of the
data in terms of
the topic and
class material is
presented
Actual questions
or rubric for
observations is
clearly
developed as a
useable tool
Clear and
informative
summary of data
is presented
A clear analysis
of the data in
terms of the
topic and class
material is
presented
Implications &
Recommendation
s
A set of
implications and
recommendation
s are not
presented or a
seriously in
conflict with the
project data or
course material
A set of
implications and
recommendation
s are presented
which are
neither clear &
cogent nor
closely tied to
the project and
course material
A set of
implications and
recommendation
s are presented
which are not
clear & cogent or
are not closely
tied to the
project and
course material
Assessment Tool
- Interview
- Observation
- Questionnaire
A clear and
cogent set of
implications and
recommendation
s are presented
Total
Longwood State Assessment Plan – Guidance & Counseling
Scor
e
Clear
organization of
the investigation
(time, location,
method of data
collection and
other
significant
features)
A clear analysis
of the data in
terms of the
topic and class
material is
presented
drawing specific
connections and
citing clear
examples
A clear and
cogent set of
implications and
recommendation
s are presented
which are
closely tied to
the project and
course material
/21
Page 12
EDUC 613
SPECIAL EDUCATION SERVICES PROVIDER INTERVIEW
ORAL PRESENTATION RUBRIC (Assessment #5)
*A score of 15 is considered Acceptable.
Rating 
Indicator 
Accuracy of
information
Implications for
guidance counselors
Interview
Class activity
Unmet
(1-2)
Inaccurate and
incomplete information
is presented
Presented 1-2 ways
information learned
affects the work of the
guidance counselor
Presented 3 or less
items of information
learned from the
interview
Little involvement of
class members
Partially Met
(3)
Met
(4-5)
Information is accurate
but not thorough
Information is accurately
presented and thorough
Presented at least 3
ways information
learned affects the
work of the guidance
counselor
Presented 4-5 items of
information gleaned
from the interview
Presented 4-5 ways the
information affects the
work of the guidance
counselor
Students showed
interest
Total Score
Longwood State Assessment Plan – Guidance & Counseling
Score
Presented at least 6
items of information
gleaned from the
interview
Students showed interest
and participated with
enthusiasm
/ 20
Page 13
EDUC 610
CAREER COUNSELING PROGRAM DESIGN RUBRIC (Assessment #6)
*A score of 112 is considered Acceptable.
Description
of Target
Population
Needs
Addressed
Program
Goals
Program
Objectives
0-5
Unclear
description of
target
population,
and or missing
one or more
of:
demographics,
developmental
stage, and
pertinent
institutional
information
Missing or
unclear on two
or all of :
description of
assumptions
made, specific
needs
assessed, and
related
rationale for
the program
Unclear or
superficial
description of
program
goals.
6 - 10
Description of
target
population, but
missing one of:
demographics,
developmental
stage, and
pertinent
institutional
information
11 - 15
Clear
description of
target
population,
including
demographics,
developmental
stage, and
pertinent
institutional
information
16 - 20
Clear and
thorough
description of
target
population,
including
demographics,
developmental
stage, and
pertinent
institutional
information
Missing or
unclear on one
of : description
of assumptions
made, specific
needs
assessed, and
related rationale
for the program
Clear
description of
assumptions
made, specific
needs
assessed, and
related rationale
for the program
Clear and
thorough
description of
assumptions
made, specific
needs
assessed, and
related rationale
for the program
Description of
program goals
which are
developmentally
appropriate.
Clear and
thorough
description of
program goals
which are
developmentally
appropriate.
Description of
program
objectives
which are
loosely tied to
program
goals, and are
not
observable,
Description of
program
objectives
which are
loosely tied to
program goals,
or are not
observable, and
measurable.
Clear
description of
program
objectives
which are tied
to program
goals,
observable, and
measurable.
Clear and
thorough
description of
program goals
which are
developmentally
appropriate and
tied to an
identified career
counseling
theory
Clear and
thorough
description of
program
objectives
which are tied
to program
goals,
observable, and
Longwood State Assessment Plan – Guidance & Counseling
Page 14
Total
Interventions
/ Activities
Program
Promotion
Program
Evaluation
References
Cited
and
measurable.
Description of
activities and
interventions
but missing
two or all of:
content, plan
for
processing,
and materials
needed.
Description of
plan for
program
promotion but
missing two or
more of:
including
media.
materials,
method, and
message
Description of
plan for
program
evaluation but
missing two or
all of:
data/feedback
sought,
collection
tools, and
proposed use
of collected
information
0-2
References
cited are
missing all of :
relevant,
reliable, and
presented in
APA format
measurable.
Description of
activities and
interventions
but missing one
of: content, plan
for processing,
and materials
needed.
Description of
activities and
interventions
including
content, plan for
processing, and
materials
needed.
Description of
plan for
program
promotion but
missing one of:
including
media.
materials,
method, and
message
Description of
plan for
program
promotion
including
media.
materials,
method, and
message
Description of
plan for
program
evaluation but
missing one of:
data/feedback
sought,
collection tools,
and proposed
use of collected
information
Description of
plan for
program
evaluation
including
data/feedback
sought,
collection tools,
and proposed
use of collected
information
3-5
References
cited are
missing two of :
relevant,
reliable, and
presented in
APA format
6-8
References
cited are
missing one of :
relevant,
reliable, and
presented in
APA format
Clear and
specific
description of
activities and
interventions
including
content, plan for
processing, and
materials
needed.
Clear and
specific plan for
program
promotion
including
media.
materials,
method, and
message
Clear and
specific
description of
plan for
program
evaluation
including
data/feedback
sought,
collection tools,
and proposed
use of collected
information
9 - 10
References
cited are
relevant,
reliable, and
presented in
APA format
/
150
Longwood State Assessment Plan – Guidance & Counseling
Page 15
EDUC 637
GUIDANCE AND COUNSELING PROGRAM PLAN RUBRIC (Assessment #7)
*A score of 30 is considered Acceptable.








Philosophical statement of counselor's role in school (4 pts)
Job Description (2 pts)
Individual Counseling (6pts): (issues likely to address, criteria for selection, criteria for referral out)
Small Group (6 pts): (types considered, brief description & selection guidelines for one, brief sample of materials for one group meeting)
Large Group (In Class) (6 pts): (types considered, brief description & selection guidelines for one, brief sample of materials for one group
meeting)
Consultation with other professional &/or parents (5 pts): (types of activities, counselor's role in each activity priority of various activities)
Guidance Coordinator (5 pts): (types of activities counselor's role in each activity priority of various activities)
Accountability (6 pts): (outline of five year accountability study, example of one data collection tool, example of use and interpretation of data)
1
2
Philosophical
statement of
counselor's
role in school
Missing significant
elements of the
professional and ethical
elements of the school
counselor’s roles and
responsibilities
General presentation
of the professional
and ethical elements
of the school
counselor’s roles and
responsibilities
Job
Description
Missing significant
elements or improperly
describes several
elements
Missing all or most of
the following elements:
clear description of
issues likely to address
in individual counseling,
criteria for selection,
and criteria for referral
out
A clear and
comprehensive job
description
Missing all or most of
the following elements:
clear description of the
types of small groups
considered, with a brief
Individual
Counseling
Small Group
Counseling
3
4
5
6
Clear and
comprehensive
description of
issues likely to
address in
individual
counseling, specific
criteria for
selection, and
specific criteria for
referral out
Clear and
comprehensive
description of the
types of small
groups considered,
Clear presentation
of the professional
and ethical
elements of the
school counselor’s
roles and
responsibilities
Clear and thorough
presentation of the
professional and
ethical elements of
the school
counselor’s roles
and responsibilities
Missing significant
portions of the
following elements:
clear description of
issues likely to
address in individual
counseling, criteria
for selection, and
criteria for referral out
Missing one of the
following elements:
clear description of
issues likely to
address in
individual
counseling, criteria
for selection, and
criteria for referral
out
Clear description of
issues likely to
address in
individual
counseling, criteria
for selection, and
criteria for referral
out
Clear description
of issues likely to
address in
individual
counseling,
specific criteria
for selection, and
specific criteria
for referral out
Missing significant
portions of the
following elements:
clear description of
the types of small
Missing one of the
following: clear
description of the
types of small
groups considered,
Clear description of
the types of small
groups considered,
with a brief
description &
Clear description
of the types of
small groups
considered, with
a brief description
Longwood State Assessment Plan – Guidance & Counseling
Page 16
Scor
e
Frank Howe 6/28/2016
Large Group
Guidance
Consultation
Guidance
Coordination
description & selection
guidelines for one such
group , and a clear
outline of one session
groups considered,
with a brief
description &
selection guidelines
for one such group ,
and a clear outline of
one session
with a brief
description &
selection guidelines
for one such group
, and a clear outline
of one session
selection guidelines
for one such group
, and a clear outline
of one session
& selection
guidelines for one
such group , and
a clear outline of
one session
including sample
of all materials for
this group
meeting
with a brief
description &
selection guidelines
for one such group
, and a clear outline
of one session
including sample of
all materials for
this group meeting
1
2
3
4
5
6
Missing three of the
following: description of
a guidance program
with description for one
component, including
brief sample of lesson
plan and materials for
one class
meeting
Missing two of the
following: description
of a guidance
program with
description for one
component, including
brief sample of
lesson plan and
materials for one
class
meeting
Missing one of the
following:
description of a
guidance program
with description for
one component,
including brief
sample of lesson
plan and materials
for one class
meeting
Description of a
guidance program
with description for
one component,
including brief
sample of lesson
plan and materials
for one class
meeting
Clear description
of a guidance
program with
clear description
for one
component,
including brief
sample of lesson
plan and
materials for one
class
meeting
Clear and
comprehensive
description of a
guidance program
with clear and
thorough
description for one
component,
including brief
sample of lesson
plan and materials
for one class
meeting
Missing all or most of
the following elements:
clear description of the
types of activities, and
counselor's role in each
activity, and
identification of the
priority of each activity
Missing one of the
following elements:
clear description of
the types of activities,
and counselor's role
in each activity, and
identification of the
priority of each
activity
Clear description of
the types of
activities, and
counselor's role in
each activity, and
identification of the
priority of each
activity
Clear and
thoughtful
description of the
types of activities,
and counselor's
role in each activity,
and identification of
the priority of each
activity
Missing all or most of
the following elements:
clear description of the
types of activities, and
counselor's role in each
activity, and
identification of the
priority of each activity
Missing one of the
following elements:
clear description of
the types of activities,
and counselor's role
in each activity, and
identification of the
priority of each
Clear description of
the types of
activities, and
counselor's role in
each activity, and
identification of the
priority of each
activity
Clear and
thoughtful
description of the
types of activities,
and counselor's
role in each activity,
and identification of
the priority of each
Clear and
thoughtful
description of the
types of activities,
and counselor's
role in each
activity, with
specific examples
and identification
of the priority of
each activity
Clear and
thoughtful
description of the
types of activities,
and counselor's
role in each
activity, with
specific examples
Longwood State Assessment Plan – Guidance & Counseling
Page 17
Scor
e
Frank Howe 6/28/2016
activity
Accountabilit
y Plan
Missing all of the
following elements: A
outline of five year
accountability study,
with an example of one
data collection tool, and
an example of the use
and interpretation of the
data
Missing two of the
following elements: A
outline of five year
accountability study,
with an example of
one data collection
tool, and an example
of the use and
interpretation of the
data
activity
Missing one of the
following elements:
A outline of five
year accountability
study, with an
example of one
data collection tool,
and an example of
the use and
interpretation of the
data
A outline of five
year accountability
study, with an
example of one
data collection tool,
and an example of
the use and
interpretation of the
data
and identification
of the priority of
each activity
A clear outline of
five year
accountability
study, with an
example of one
data collection
tool, and an
example of the
use and
interpretation of
the data
A clear,
comprehensive
outline of five year
accountability
study, with an
example of one
data collection tool,
and clear example
of the use and
interpretation of the
data
/
Total
40
Longwood State Assessment Plan – Guidance & Counseling
Page 18
Frank Howe 6/28/2016
EDUC 545
ROLE PLAY RUBRIC (Assessment #8)
*A score of 11 is considered Acceptable.
Rating 
Indicator 
Attention to
cognitive
content issues
in role play
Not Met
(0)
No attempt is
made to address
cognitive content
issues
Partially Met
(1)
An attempt is
made to address
cognitive content
issues
Significantly Met
(2)
Efforts to address
cognitive content
issues feature
implementation of
a variety of
strategies
Attention to
affective
content issues
in role play
No attempt is
made to address
affective content
issues
An attempt is
made to address
affective content
issues in role play
Efforts to address
affective content
issues feature
implementation of
a variety of
strategies
Attention to
nonverbal
communication
in role play
No
Acknowledgement Use of a variety of
acknowledgement of nonverbal
strategies to
of nonverbal
communications
encourage client to
communications
explore significant
nonverbal
communications
Use of
counseling
skills in role
play
One technique is
used almost
exclusively
Attempt is made
to implement a
variety of
counseling
techniques
Varied counseling
techniques are
consistently
executed in a high
quality manner
Attention to
focus in the
role play
No attempt is
made to develop
a focus
Attempt is made
to develop a focus
Attempt is made to
refine focus
Total Score
Score
/ 15
COMMENTS:
Don Fleming, Ph.D.
EDUC 545
Techniques of Counseling and Psychotherapy
Longwood State Assessment Plan – Guidance & Counseling
Fully Met
(3)
Efforts to address
cognitive content
issues feature
implementation of
a variety of
strategies with
appropriate timing
of their use
Efforts to address
affective content
issues feature
implantation of a
variety of
strategies with
appropriate timing
Use of a variety of
strategies to assist
client in integrating
nonverbal
communications
with verbalizations
to establish a
focus
Varied counseling
techniques are
consistently
executed in a high
quality manner
with appropriate
timing of their use
Attempt is made to
refine and deepen
focus
Page 19
EDUC 637
ETHICAL CONCERNS PRESENTATION RUBRIC (Assessment #9)
*A score of 11 is considered Acceptable.
Each student will make an in-class presentation on a significant ethical concern related to the practice of school
guidance and counseling. The presentation will cover the following points:
Clear explanation of the problem situation - 5 pts
Professional Ethical Concerns related to the situation - 5 pts
Decision making process applied to this concern - 5 pts
Explanation
of the
problem
situation
0
Missing all
or most of
the
following:
clear
explanation
of the
problem
situation
with
relevant
information
on all
involved
Professional
Ethical
Concerns
related to
the situation
Missing all
or most of
the
following:
clear
explanation
of the
relevant
ethical
concerns
with
general
information
on the
relevant
code of
ethics
citations
Decision
making
process
applied to
this concern
Missing all
or most of
the
following:
leads a
discussion
on the
decision
1
Missing
significant
portions of
the
following:
clear
explanation
of the
problem
situation
with
relevant
information
on all
involved
Missing
significant
portions of
the
following:
clear
explanation
of the
relevant
ethical
concerns
with
general
information
on the
relevant
code of
ethics
citations
Missing
significant
portions of
the
following:
leads a
discussion
on the
Longwood State Assessment Plan – Guidance & Counseling
2
Missing
one of the
following
elements:
clear
explanation
of the
problem
situation
with
relevant
information
on all
involved
3
Clear
explanation
of the
problem
situation
with
relevant
information
on all
involved
4
Clear and
thorough
explanation
of the
problem
situation
with
relevant
information
on all
involved
5
Clear and
thorough
explanation
of the
problem
situation
with specific
information
on the roles
and
expectations
of all
involved
Missing
one of the
following
elements:
clear
explanation
of the
relevant
ethical
concerns
with
general
information
on the
relevant
code of
ethics
citations
Clear
explanation
of the
relevant
ethical
concerns
with
general
information
on the
relevant
code of
ethics
citations
Clear and
thorough
explanation
of the
relevant
ethical
concerns
with
general
information
on the
relevant
code of
ethics
citations
Clear and
thorough
explanation
of the
relevant
ethical
concerns
with specific
information
on the
relevant
code of
ethics
citations
Missing
one of the
following
elements:
leads a
discussion
on the
decision
Leads a
discussion
on the
decision
making
process
and ties it
to the
Leads a
clear and
thoughtful
discussion
on the
decision
making
process
Leads a
clear and
thoughtful
discussion
on the
decision
making
process and
Page 20
Score
making
process
and ties it
to the
ethical
concerns
cited
decision
making
process
and ties it
to the
ethical
concerns
cited
making
process
and ties it
to the
ethical
concerns
cited
ethical
concerns
cited
and ties it
to the
ethical
concerns
cited
clearly ties it
to the
ethical
concerns
cited
Total
/ 15
Longwood State Assessment Plan – Guidance & Counseling
Page 21
EDUC 555
COUNSELING STRATEGIES PAPER RUBRIC (Assessment #10)
IN DEVELOPMENT
Longwood State Assessment Plan – Guidance & Counseling
Page 22