Selection, Administration, Scoring, and Communicating Assessment Results Chapter 5
1. Determine what information is needed 2. Analyze strategies for obtaining information 3. Search assessment resources 4. Evaluate assessment strategies 5. Select an assessment instrument or strategy Selection of Assessment Instruments/Strategies
Identify: information needed for specific client general information clinicians in an organization need about clients Consider information that is already available Determine Information Needed
Formal or informal techniques Consider which assessment method would be best suited to client(s) Consider professional limitations & which instruments counselor can ethically administer and interpret Analyze Strategies for Obtaining Information
Resources: Mental Measurements Yearbook Educational Testing Service (ETS) Test Link Tests in Print Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business Directory of Unpublished Experimental Mental Measures Search Assessment Resources
Consider: Test purpose Instrument development Appropriate selection of norming group or criterion Reliability Validity Evaluate Assessment Strategies
Bias Interpretation and scoring materials User qualifications Level A Level B Level C Practical issues Evaluate Assessment Strategies (cont.)
Read administration materials ahead of time Know precise instructions for administration Attend to time limits, be familiar with testing materials/equipment Know boundaries of what is acceptable Use administration checklist, if helpful Administering Assessment Instruments
Hand-, computer-, or Internet-scored Some assessments can be self-scored Before using computer scoring, investigate integrity of scoring service and steps used to develop program Some assessments require clinician judgment as part of scoring Scoring
Involve performance of “real,” authentic applications, rather than proxies Objectivity in scoring is more difficult to achieve Scoring is enhanced if: Assessment has specific focus Scoring plan is based on qualities that can be directly observed Scoring is designed to reflect intended target The setting for assessment is appropriate Observers use checklists or rating scales Scoring procedures have been field-tested before use Oosterhof, 2000 Scoring Authentic/Performance Assessments
Often one of the most important parts of assessment process Surprisingly, little research related to communication of results Clients who receive test interpretation experience greater gains than those who do not (Goodyear, 1990) Tentative interpretations more helpful than absolute (Jones & Gelso, 1988) Clients prefer individual interpretation (Goodyear, 1990) Communicating Results
Some tips: Know information in manual (especially validity information) “Optimize” the power of the test Use effective general counseling skills Develop multiple methods of explaining results Use visual aids to explain technical terms Use descriptive terms rather than numerical scores Provide range of scores and rationale for assessment Guidelines for Communicating Results
Some tips: Use probabilities rather than certainties, tentative interpretations rather than absolutes Discuss results in context of other information Involve clients in interpretation Monitor client reactions during interpretation Encourage client to ask questions Discuss limitations of assessment in non-technical terms Ensure do not leave confused or ill-informed about results Summarize results Guidelines for Communicating Results (cont.)
Be prepared to answer questions and explain results Results may need to be discussed more than once Counselor should understand testing used and symptoms of child’s disorder (if applicable) Help parents adjust to diagnosis Be prepared to use a variety of techniques Focus on active, coping approach Acknowledge parents’ emotions Communicating Results to Parents
Purpose: To disseminate assessment information to parents or other professionals Evaluate quality of reports before implementing suggested interventions Expect a comprehensive overview of client and interpretation of results in contextual manner Should be carefully crafted with attention to detail Be alert for typographical errors, use of vague jargon, careless mistakes, lack of detail Psychological Reports
Common areas: Identifying Information Reason for Referral Background Information Behavioral Observations Assessment Results and Interpretations Diagnostic Impressions & Summary Recommendations Signature Psychological Reports (cont.)