Assessment Procedures for Counselors and Helping Professionals

Cover
Title Page
Copyright Page
Dedication
Preface
Acknowledgments
About the Author
Brief Contents
Contents
Part One The Principles of Assessment
	Chapter 1 Introduction to Assessment
		What Is Assessment?
			The Purposes of Assessment
			Multiple Methods and Multiple Sources
			The Assessment Process
			Competencies Required for Assessment
		Historical Perspectives
		Assessment and Technology
			Computer‐Based Assessment
			Internet‐Based Assessment
		Controversial Issues in Assessment
		Summary
		Moving Forward
		Questions for Discussion
		Suggested Activities
		References
	Chapter 2 Ethical and Legal Issues in Assessment
		Professional Standards and Codes of Ethics
			American Counseling Association (ACA) Code of Ethics
			AERA, APA, and NCME Standards for Educational and Psychological Testing
			American School Counselor Association (ASCA) Ethical Standards for School Counselors
			American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct
			Association for Assessment in Counseling (AAC) Responsibilities of Users of Standardized Tests, 3rd Edition (RUST)
			Joint Committee on Testing Practices Code of Fair Testing Practices in Education
			National Council on Measurement in Education (NCME) Code of Professional Responsibilities in Educational Measurement
		Ethical Issues in Assessment
			Professional Training and Competence
			Client Welfare Issues
			Test‐User Qualifications
		Legal Issues in Assessment
			Statutes and Regulations
			Judicial Decisions
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 3 Assessment Issues with Diverse Populations
		Multicultural Assessment
			Privilege and Marginalization in Counseling Assessment
			Measurement Bias
			Multicultural Perspectives in Assessment
			Acculturation
			Strategies
			Assessment of Linguistically Diverse Individuals
		Assessment of Individuals with Disabilities
			Assessment of Individuals with Visual Impairment
			Assessment of Individuals with Hearing Impairment
			Assessment of Individuals with Intellectual Disability
			Assessment of Individuals with Neuropsychological Impairment
			Assessment of Individuals with Communication Disorders
			Assessment of Children with Disabilities
		Standards for Assessment with Diverse Populations
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 4 Methods and Sources of Assessment Information
		Assessment Methods and Sources
			Formal and Informal Assessment Instruments and Strategies
		The Initial Interview
			Degrees of Structure in Interviews
			Interview Guidelines
		Tests
			Categories of Tests
		Observation
			Formal and Informal Observation
			Direct and Indirect Observation
			Natural and Contrived Settings
			Unobtrusive and Participant Observation
			Methods of Recording Observations
			Self‐Monitoring
		Collateral Sources
		Summary
		Questions for Discussion
		Suggested Activities
		References
Part Two Foundations of Assessment
	Chapter 5 Statistical Concepts
		Statistical Concepts for Assessment
		Scales of Measurement
			Nominal Scale
			Ordinal Scale
			Interval Scale
			Ratio Scale
		Describing Scores
			Frequency Distributions
			Measures of Central Tendency
			Measures of Variability
			The Normal Curve
			Measures of Relationship
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 6 Understanding Assessment Scores
		Assessment Scores
		Criterion‐Referenced Scores
		Norm‐Referenced Scores
			Norm Group
			Types of Norm‐Referenced Scores
			Standard Scores
			Grade and Age Equivalents
		Qualitative Assessment
		Tables and Profiles
		Norm‐Referenced, Criterion‐Referenced, or Both?
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 7 Reliability/Precision
		Reliability
			Measurement Error
			Sources of Measurement Error
		Methods of Estimating Reliability/Precision
			Test‐Retest
			Alternate Forms
			Internal Consistency Reliability
			Interrater Reliability
			Selecting a Reliability Coefficient
			Evaluating Reliability Coefficients
			Standard Error of Measurement
			Confidence Intervals
			Increasing Reliability/Precision
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 8 Validity
		The Nature of Validity
			Revisiting Construct
			Threats to Validity
			Validity and Reliability/Precision
		Sources of Validity Evidence
			Test Content Validity Evidence
			Evidence Based on Internal Structure
			Evidence Based on Relations to Other Variables
			Evidence Based on Consequences of Testing
			Evidence Based on Response Process
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 9 Selecting, Administering, Scoring, and Interpreting Assessment Results
		Selecting Assessment Instruments and Strategies
			Identify the Type of Information Needed
			Identify Available Information
			Determine the Methods for Obtaining Information
			Search Assessment Resources
			Consider Culture and Diversity Concerns
			Evaluate and Select an Assessment Instrument or Strategy
		Administering Assessment Instruments
			Before Administration
			During Administration
			After Administration
		Scoring Assessment Instruments
			Scoring Performance Assessment
			Scoring Errors
			Standards for Scoring Assessment Instruments
		Interpreting Assessment Results
		Summary
		Questions for Discussion
		Suggested Activities
		References
Part Three Types of Assessment
	Chapter 10 Assessment of Intelligence and General Ability
		Defining Intelligence
		Theories of Intelligence
			Spearman’s Two‐Factor Theory
			Vernon’s Hierarchical Model
			Carroll’s Three‐Stratum Model of Human Abilities
			Cattell‐Horn‐Carroll (CHC) Hierarchical Three‐Stratum Model
			Thurstone’s Multifactor Theory
			Cattell‐Horn Gf‐Gc Theory
			Guilford’s Structure‐of‐Intellect Model
			Piaget’s Theory of Cognitive Development
			Luria’s Model
			Sternberg’s Triarchic Theory of Successful Intelligence
			Gardner’s Theory of Multiple Intelligences
			Planning‐Attention‐Simultaneous‐Successive (PASS) Theory of Cognitive Processing
			Terman’s Study
		Intelligence Tests
			Ability, Intelligence, Achievement, and Aptitude
			Individual Intelligence Tests
			Group Intelligence Tests
			Specialized Tests
			Interviews and Observations
		Issues in Assessing Intelligence
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 11 Assessment of Achievement
		Assessing Achievement
		Standardized Achievement Tests
			Achievement Test Batteries
			Individual Achievement Tests
			Diagnostic Tests
			Subject‐Area Tests
		Adult Achievement Tests
		Other Types of Achievement Assessment Instruments
			Criterion‐Referenced Tests and Minimum‐Level Skills Tests
			State Achievement Tests
			National Assessment of Educational Progress
			Curriculum‐Based Assessment and Curriculum‐Based Measurement
			Performance Assessment
			Portfolio Assessment
		Factors Affecting Student Achievement
		Analysis of Class Profile
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 12 Assessment of Aptitude
		Aptitude Tests
			Multiple‐Aptitude Test Batteries
			Specialized Aptitude Tests
			Admissions Tests
			Readiness Tests
			Adult Aptitude Related to Disabilities
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 13 Career and Employment Assessment
		Career Assessment
			Interest Inventories
			Work Values Inventories
			Personality Inventories
			Abilities and Skills Assessment
			Career Development Inventories
			Combined Assessment Programs
			Interviews
		Employment Assessment
			Selection Interviews
			Biographical Information
			Tests
			Job Analysis
			Assessment Centers
			Guidelines for Employee Selection
			Trends in Employment Assessment
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 14 Personality Assessment
		Defining Personality
			Traits, States, and Types
		Personality Inventories
			Approaches to Personality Inventory Development
		Categories of Personality Inventories
			Structured Personality Inventories
			Projective Instruments and Techniques
			Personality Inventories with a Positive Focus
			Response Styles
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 15 Clinical Assessment
		Fundamentals of Clinical Assessment
			Political Issues in Diagnosis
			Determining a Diagnosis
			DSM‐5
			Interviews in Clinical Assessment
			Mental Status Exam (MSE)
			Instruments Used in Clinical Assessment
			Suicide Risk Assessment
		Observation and Clinical Assessment
		Neuropsychological Assessment
		Cultural Considerations in Clinical Assessment
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 16 Assessment in Education
		School Assessment Programs
			Planning a School Assessment Program
			Instruments Used in School Assessment Programs
		Assessment Activities of School Counselors
			Needs Assessments
			Assessing Specific Learning Disabilities
			Assessing Giftedness
			Consulting with Teachers
		Environmental Assessment in the Schools
		Competencies in Assessment and Evaluation for School Counselors
		Assessment Issues in Education
		Test Preparation and Performance
			Coaching
			Test‐Wiseness
			Test Anxiety
		Summary
		Questions for Discussion
		Suggested Activities
		References
	Chapter 17 Communicating Assessment Results
		Feedback Sessions
			Group Feedback Sessions
			Problem Areas
			Feedback Sessions with Parents
		Assessment Reports
			Qualities of Well‐Written Reports
			The Assessment Report Format
		Communicating Assessment Results to Other Professionals
		Communicating Assessment Results to the Public
		Summary
		Questions for Discussion
		Suggested Activities
		References
Appendix I Standards for Multicultural Assessment Fourth Revision, 2012
Appendix II Responsibilities of Users of Standardized Tests (RUST; 3rd Ed.)
Name Index
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Subject Index
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