1. Welcome to COU 660: Assessment & Evaluation in Counseling Introductory Material Ethical & Legal Issues

2. Selected Historical Developments: 2200 B.C. Chinese used oral examinations to select civil service employees. 2200 B.C. Chinese used oral examinations to select civil service employees. 1800’s: Francis Galton needed instruments to evaluate the heritability of human characteristics. 1800’s: Francis Galton needed instruments to evaluate the heritability of human characteristics. Charles Darwin: Theory of Evolution Charles Darwin: Theory of Evolution 1905 Binet-Simon scales were developed to identify students in need of special education in France. This was followed by the Stanford-Binet of 1916 by Lewis Terman. 1905 Binet-Simon scales were developed to identify students in need of special education in France. This was followed by the Stanford-Binet of 1916 by Lewis Terman. Growth of Experimental Psychology in studying individual differences during the late 1800’s and early 1900’s. Psychologists needed instruments for measuring the phenomena they were studying. Growth of Experimental Psychology in studying individual differences during the late 1800’s and early 1900’s. Psychologists needed instruments for measuring the phenomena they were studying.

3. WWI: Army Alpha/Beta tests were developed to identify recruits with lower levels of intelligence. WWI: Army Alpha/Beta tests were developed to identify recruits with lower levels of intelligence. Woodworth Personal Data Sheet was used to screen out recruits with severe mental disorders. Woodworth Personal Data Sheet was used to screen out recruits with severe mental disorders. Evolution of the U.S. Educational System: demands for achievement evaluation. Evolution of the U.S. Educational System: demands for achievement evaluation. Development of Civil Service Systems. Government jobs were based on specific abilities rather than political favors. Development of Civil Service Systems. Government jobs were based on specific abilities rather than political favors. 1926: SAT used to screen college applicants. 1926: SAT used to screen college applicants. 1942: MMPI. 1942: MMPI.

4. 1970’s: Minimal Competency Testing & Professional Certification Tests. 1970’s: Minimal Competency Testing & Professional Certification Tests. Computer-Assisted Assessment. Computer-Assisted Assessment. Authentic Assessment: Portfolio Assessment. Authentic Assessment: Portfolio Assessment. Demand for Outcome Evaluation. Demand for Outcome Evaluation.

5. What is Assessment? Any procedure used to gather information about an individual. Any procedure used to gather information about an individual. Measurement (quantification or differentiation) of human characteristics or behavior. Measurement (quantification or differentiation) of human characteristics or behavior. Observation of a sample of behavior, followed by inferences about the meaning of that behavior. Observation of a sample of behavior, followed by inferences about the meaning of that behavior. Evaluation: process of attaching value judgments to performance on a measure. Evaluation: process of attaching value judgments to performance on a measure.

6. Uses of Assessment Self-understanding. Self-understanding. Academic & Career Planning. Academic & Career Planning. Selection & Placement Decisions. Selection & Placement Decisions. Certification Decisions. Certification Decisions. Problem Identification & Intervention Planning. Problem Identification & Intervention Planning. Outcome or Performance Evaluation. Outcome or Performance Evaluation. Treatment Itself: feedback may actually reduce distressing symptoms (research by Finn et al.). Treatment Itself: feedback may actually reduce distressing symptoms (research by Finn et al.). Research: improve our understanding of the human condition. Research: improve our understanding of the human condition.

7. Key Definitions Construct: an abstract characteristic of an individual that cannot be measured or observed directly (e.g., intelligence or anxiety). We usually construct or infer the meaning of the characteristic from a sample of behavior. Construct: an abstract characteristic of an individual that cannot be measured or observed directly (e.g., intelligence or anxiety). We usually construct or infer the meaning of the characteristic from a sample of behavior. Standardization: (1) Professionally developed, (2) Representative sample, (3) Uniform procedures for administering & scoring the instrument, and (4) typically norm- referenced interpretation procedures. Standardization: (1) Professionally developed, (2) Representative sample, (3) Uniform procedures for administering & scoring the instrument, and (4) typically norm- referenced interpretation procedures.

8. Cognitive vs. Affective Instruments Cognitive Measures of maximum performance. Measures of maximum performance. Examples: Examples: 1. Intelligence. 2. Aptitude. 3. Achievement. Affective Measures of typical performance. Measures of typical performance. Examples: Examples: 1. Personality. 2. Mood. 3. Problems/Symptoms. 4. Interests. 5. Values.

9. Legal & Ethical Issues Involved in Assessment & Testing Competent use of standardized or clinical assessment techniques. Competent use of standardized or clinical assessment techniques. 1. Knowledge of basic measurement & statistical concepts. 2. Understand uses & limitations of instrument. 3. Compliance with standardization procedures. 4. Conscientious scoring & recording. 5. Proper test use & interpretation. 6. Understanding the validity evidence behind an instrument.

10. Copyright violations. Copyright violations. Test security. Test security. Admonition to rely on multiple sources for making clinical or educational decisions. Admonition to rely on multiple sources for making clinical or educational decisions. Multicultural issue: use of appropriate norm groups. Multicultural issue: use of appropriate norm groups.

11. Informed consent: Why is the assessment being done and how will the results be used? Informed consent: Why is the assessment being done and how will the results be used? Right to receive appropriate feedback. Right to receive appropriate feedback. Confidentiality & releasing information. Confidentiality & releasing information. Proper Diagnosis of DSM-IV mental disorders. Proper Diagnosis of DSM-IV mental disorders. Should a counselor refrain from making diagnoses that might harm a client? Should a counselor refrain from making diagnoses that might harm a client?

12. Limitations to Assessment Ethical Codes. Ethical Codes. Legal Restrictions on Testing. Legal Restrictions on Testing. Personal Competence & Scope of Practice. Personal Competence & Scope of Practice. Purchaser Qualifications established by test publishers. Purchaser Qualifications established by test publishers.