Course Code: EDUC530 Course ID: 2796 Credit Hours: 3 Level: Graduate
This course examines individual and group approaches to assessment, evaluation, and the basic concepts of standardized and non-standardized educational and psychological testing. Candidates learn the appropriate methods for selection, administration, and interpretation of tests. Research and statistical concepts such as reliability, validity, and standard error of measurement are reviewed. Candidates also become familiar with the most frequently used personality, educational, clinical, intelligence, and special population instruments. Discussions include historical perspectives regarding assessment, testing ethics, and use of instruments with diverse populations. (Prerequisite: EDUC505)
After successfully completing this course, you will be able to:
- Explain the fundamentals of vocational, educational and psychological test construction and administration, including the statistical concepts such as standardization and non-standardization, norm-referenced/criterion-referenced, individual and group methods (CACREP 7f)
- Apply key statistical concepts such as validity, reliability, scales of measurement, measures of central tendency, indices of variability, distribution shapes and types, and correlation (CACREP 7g, 7h)
- Summarize the historical perspective of educational and psychological assessment and testing (CACREP 7a)
- Evaluate student needs with consideration of developmental, social, and cultural diversity (CACREP 7l)
- Select appropriate assessment and intervention strategies to address student’s academic, career, and personal/social development. (CACREP 7e)
- Interpret statistics, psychological testing, and program evaluation outcomes(CACREP 8d)
- Apply assessment methods to evaluate school counseling programs (CACREP 5-G 3n)
- Evaluate ethical issues in selecting, administering, and interpreting assessments and tests especially as it relates to children and adolescents (CACREP 7m)
Forum Participation (8)
Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Please be sure that responses are to peers initial posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.
- Post the initial response to each forum by 11:55pm, ET, Wednesday.
- Initial responses should be no less than 300 words.
- Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
- Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
- Replies to classmates should be no less than 150 words.
- Responses to classmates are significant to advance the forum and are made to initial posts.
- All forums can be accessed in the Forums section of the course.
Role of the Counselor in Testing and Assessment
This course requires the completion of a paper on the role school counselors’ play in testing and assessment. For this paper, you will be obtaining information from a variety of sources; including, the ASCA National Model, textbooks, state and local school district websites, and counseling resource sites. This paper will consist of several sections outlined below and should be between 8-10 pages, not including the title page, reference page, and appendix (if applicable). Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support.
In your Counselor Role in Testing Paper please include the following:
- Historical Perspectives concerning the nature and meaning of assessment and testing in counseling. (CACREP 7a)
- Identify various assessments that are administered at the elementary, middle, and high school levels to address academic/educational, career, personal, and social development (i.e. CogAT, Dibels, End of Course Exams, IQ tests, State Achievement Assessment, AP exams, etc.) Include information from interviewing a school counselor, Department of Education and school district websites that address counselor role in testing and assessment. (CACREP 7i; 5-G 1e)
- Review ASCA National Model recommendations for the school counselor role in testing and assessment, compare with the information you research from the interview and websites, and provide recommendations on proper use of the school counselor in testing and assessment. (CACREP 7e)
- Summarize the role of the school counselor/services offered in administering assessments, interpreting assessments, sharing results with stakeholders, and follow-up activities/procedures. (CACREP 1d)
Child Study Project
This course requires the completion of a mock Child Study (also known as Student Services Team (SST) or Response to Intervention (RtI) Project on the role school counselors’ play in testing and assessment. For this project, you will be practicing preparation and analysis of findings to present to educators and parents. This project will consist of analyzing and interpreting a mock student assessment where you will interpret findings and identify cultural considerations and potential interventions. This Child Study Project will consist of several sections outlined below and should be between 5-7 pages, not including the title page, reference page, and appendix (if applicable). Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support.
Sydney is a 3rd grade African American male that was referred to the Child Study team by his classroom teacher as having difficulties in reading, paying attention/focusing, and completing classwork and homework. After gathering information from the parent, teacher, and student (see attached Counseling Academic Intervention Plan), the counselor needs to identify proposed goals, assessments/information needed, and target interventions (see highlighted areas on Counseling Academic Intervention Plan) to present during the follow up child study meeting.
In your Child Study Project please include the following:
- Introduction: A review of Child Study process; strategies on building effective working teams, roles of team members and benefits of the school counselor participating in Child Study process. (CACREP 5-G 2d)
- Initial interpretations of case study: Interpretations drawn from the mock student information with citations supporting your conclusion. (CACREP 5-G 2g )
- Social/cultural factors to consider in the case provided. (CACREP 2c)
- Recommendations and selections of assessments to gather more information to address student needs. Provide information on ethical selection of assessments. (CACREP 7m)
- Interpretations of assessment information which provide indications of evidence-based interventions to implement. (CACREP 5b)
- Discuss research based potential interventions that are appropriate for implementation by the school counselor (small group participation, individual counseling, assignment chart with signature log for parents, student interview). Provide a sample of the intervention in an appendix (student interview template, assignment, etc.). Also, include referrals within and/or outside the school setting to assist with meeting student needs. (CACREP 5-G 3d)
Assignment Addresses School of Education Professional Dispositions:
Skill in Identifying and Using School and Community Resources that Enhance Student Success
- Refers students and families to the appropriate school and/or community resources to promote mental, social, emotional, and physical health and wellness.
- Collaborates with a variety of individuals to advance student well-being.
- Develops and sustains school activities that make meaningful connections between school and the community.
Child Study Project is due by 11:55PM, EST on Sunday of Week 3.
Technology Usage in Counseling Assessments
This course requires the completion of a Technology Usage in Counseling Assessment Project. This project incorporates technology in application as you create a needs assessment or survey instrument that can be administered to a large population to obtain feedback and adapt a counseling program based on the identified need. This project will consist of several sections outlined in the assignment section and should be between 5-7 pages, not including the title page, reference page, and appendix. Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support.
In your Technology Usage in Counseling Assessment Paper, please include the following:
1. Discuss needs assessments and/or other survey instruments that are administered by
the school counselor to a large number of stakeholders. (CACREP 8c)
2. Identify a technology source that can be used to implement a survey (surveymonkey.com, Google Drive, etc.) and create a survey instrument (adapted from one that has been created and implemented in school counseling-citing where it was adapted from) (View an example: https://docs.google.com/forms/d/1l5ANpJz8FtVJvn7coTBJED_Ku0c8pp-0tlDGHvFuM9Y/viewform) and include it in the appendix section of your paper. Discuss the need for the survey instrument/assessment, how it will be implemented, the intended audience, and the number of individuals the survey will be administered to. (CACREP 5e)
3. Discuss how you will interpret the results of the created survey instrument noting statistical measures discussed in the course (reliability, validity, correlation, central tendency, norms, etc.) (CACREP 8i)
4. Discuss validity of your instrument, possible threats to validity and ways to address validity concerns. (CACREP 7h)
5. Discuss reliability of your instrument, possible threats to reliability and ways to address reliability concerns. (CACREP 7h)
6. Discuss how you will adapt a comprehensive school counseling program to meet the current needs of the school community, counseling service recommended based on needs assessment data and how you will share those findings/recommendations with stakeholders. (CACREP 5-G 3n)
The Technology Usage in Counseling Assessments Project is due by 11:55PM, EST on Sunday of Week 5.
In this course, you have progressively read and completed worksheets in your Making Data Work (2nd ed.) text (Young & Kaffenberger, 2009); this assignment will provide you the opportunity to demonstrate what you’ve learned as you apply the concepts in creating your own DATA Reports. For this assignment you will create 3 data reports each addressing one of the three domains of school counseling (academic, career, and personal/social needs). It’s also recommended that you address the different school levels
(elementary, middle, and high); however, that isn’t required for this assignment. This DATA Reports assignment should be a minimum of 3 textual pages, not including the title page, reference page, and appendix (if applicable). Please be sure to follow the examples provided in the Young and Kaffenberger (2009) text and follow APA 6th edition standards for your title, reference, and appendix (if applicable). The DATA Reports assignment is due by 11:55PM, EST on Sunday of Week 7.
Ethics in Testing and Assessment Paper
This course requires the completion of an Ethics in Testing and Assessment Paper on the role ethics play in testing and assessment. For this paper you will discuss ethical codes/guidelines, counselor competence, considerations with minorities, ethics in interpretation and sharing of results. This Ethics in Testing and Assessment Paper should be between 5-7 pages, not including the title page, reference page, and appendix (if applicable). Please be sure to follow APA 6th edition standards and view the sample paper and APA resources in the important information forum for formatting support. The Ethics in Testing and Assessment Paper is due by 11:55PM, EST on Sunday of Week 8.
Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource. The ASCA National Model: A Framework for School Counseling Programs (2nd Ed.) is also referenced and strongly encouraged.
In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
Web Site URL/Address
American Counseling Association (ACA)
See also: http://www.apa.org/pi/psych.html (Testing of language minority and culturally different children.)
American School Counselor Association (ASCA)
Buros Center for Testing and Assessment
Intelligence testing and the gifted child
Fair Access to Testing (FACT)
NOTE: Most tests have relevant information found on individual Websites. For example:
Benton Visual Retention Test (BVRT) 5th Edition
Woodcock-Johnson Psycho-Educational Battery – Revised (WJ-R)
American Psychological Association. (1999). Standards for Educational and Psychological Testing. Washington, DC: Author.
Anastasi, A. (1988). Psychological testing. New York: Macmillan Publishing.
Betz, N.E. (2001). Perspectives on future directions in vocational psychology. Journal of Vocational Behavior, 59, 275-283.
Brown, D., & Brooks, L. (2002). Career choice and development (4th ed.). San Francisco, CA: Jossey-Bass
Cronbach, L.J. (1984). Essentials of psychological testing. New York: Harper and Row.
Drummond, R.J. (2003). Appraisal procedures for counselors and helping professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Gregory, R.J. (2003). Psychological testing: History, principles, and applications (4th ed.). Boston: Allyn & Bacon
Gunsalus, A.C., & Nelly, K.R., (2001). Korean cultural influences on the Millon Clinical Multiaxial Inventory-III. Journal of Mental Health Counseling, 23(2), 151-162.
Halpern, D.F. (2005). Psychology at the intersection of work and family: Recommendations for employers, working families, and policymakers. American Psychologist, 60, 397-405.
Hansen, L.S. (1999). Beyond school to work: Continuing contributions of theory and practice to career development of youth. The Career Development Quarterly, 47, 353-358.
Heppner, P.P., Kivlighan, Jr., DM., & Wampold, B.E. (Eds.). (1999). Research design in counseling (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Hogan, R., Hogan, J., & Roberts, B.W. (1996). Personality measurement and employment decisions. American Psychologist, 51, 469-477.
Hood, A.B., & Johnson, R.W. (2002). Assessment in counseling: A guide to the use of psychological assessment procedures (3rd ed.). Alexandria, VA: American Counseling Association.
Huitt, W. (2001). Learning and assessment: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
Jones, W.P., Harbach, R.L., Coker, J.K., & Staples, P.A. (2002). Web-assisted vocational test interpretation. Journal of Employment Counseling, 39, 127-137.
Kapes, J.T., & Whitfield, E.A. (Eds.). (2002). A counselor’s guide to career assessment instruments (4th ed.). Tulsa, OK: National Career Development Association.
Lowman, R.L. (1998). The ethical practice of psychology in organizations. Washington, DC: American Psychological Association.
McIntire, S.A., & Miller, L.A. (2000). Foundations of psychological testing. Boston: McGraw Hill.
Merrell, K.W. (2003). Behavioral, social, and emotional assessment of children and adolescents. (2nd ed.) Mahwah, NJ: Erlbaum.
Merriam, S. (Ed.). (2001). The new update on adult learning theory. San Francisco: Jossey-Bass.
Okazaki, S., & Sue, S. (2003). Methodical issues in assessment research with ethnic minorities. Washington, DC: American Psychological Association.
Pierangelo, R., & Giuliani, G. (2002). Assessment in special education. Boston: Allyn & Bacon.
Smith, V. (2001). Crossing the great divide: Worker risk and opportunity in the new economy. Ithaca, NY: Cornell University Press.
Swanson, J.L., & Gore, P.A. (2000). Advances in vocational psychology theory and research. In S.D. Brown & R.W. Lent (Eds.), Handbook of Counseling Psychology (3rd ed.). NY: Wiley & Sons.
Viglione, D.J., & Hilsenroth, M.K. (2001). The Rorschach: Facts, fiction, and future. Pyschological Assessment, 13(4) 153 – 162.
Whitson, S.C. (2000). Principles and applications of assessment in counseling. Pacific Grove, CA: Brooks/Cole, Thomson Learning.
|Book Title:||Making DATA Work, 4th ed.|
|Publication Info:||American School Counselor Association|
|Author:||Young and Kaffenberger|
|Book Title:||Assessment in Counseling: A Guide to the Use of Psychological Assessment Procedures, 5th ed.|
|Publication Info:||American Counseling Association|
|Author:||Danica G. Hays|
|Electronic Unit Cost:||$79.95|
Not current for future courses.