1. Assessment in Counseling Chapter 1 Levi Armstrong, Psy.D.

2.  Involves some type of measurement  Involves gathering samples of behavior, making inferences  Objective and systematic What is Assessment?

3.  Assessment  Appraisal  Testing  Tests vs. instruments Terminology

4.  American Counseling Association’s Code of Ethics (2005)  Research on counselors’ test usage  Counselor credibility Do Counselors Need to Know about Assessment?

5.  Essential steps in counseling: 1. Assessing the client problem(s) 2. Conceptualizing and defining the client problem(s) 3. Selecting and implementing effective treatment(s) 4. Evaluating the counseling Assessment is Integral to Counseling

6.  Therapeutic assessment model (Finn, 2007)  Better outcomes, improved perception of counselor  Assisting clients in decision making  Assessment in Counseling Should be Therapeutic Assessment Can Be Therapeutic

7.  7 areas of training (American Counseling Association, 2003): 1) Skill in practice and knowledge of theory relevant to the testing context and type of counseling specialty 2) A thorough understanding of testing theory, techniques of test construction, test reliability and validity 3) A working knowledge of sampling techniques, norms, and descriptive, correlational and predictive statistics 4) Ability to review, select, and administer tests appropriate for clients or students and the context of the counseling practice 5) Skills in administration of tests and interpretation of test scores 6) Knowledge of the impact of diversity on testing accuracy, including age, gender, ethnicity, race, disability, and linguistic differences 7) Knowledge and skill in the professionally responsible use of assessment and evaluation practice What do counselors need to know?

8.  Standardized vs. Nonstandardized  Individual vs. Group  Objective vs. Subjective vs. Projective  Verbal vs. Nonverbal  Cognitive vs. Affective vs. Behavioral  Personality Types of Assessment Tools

9.  Cognitive instruments  cognition, perceiving, processing, concrete & abstract thinking, remembering  Intelligence/general ability tests  Achievement tests  Aptitude tests  Neuropsychological Tests – Behavioral Neurology + Cognitive Psychology  Affective instruments  interest, attitudes, values, motives, temperament, non-cognitive aspects of personality  Structured personality instruments  Projective techniques Cognitive vs. Affective Tools

10. History

11.  Greeks – 2500 years ago  Chinese – 2000 years ago  Francis Galton – credited with launching the testing movement  Wilhelm Wundt – credited with founding the science of psychology  James McKeen Cattell – expanded testing to include memory and other simple mental processes Early Testing

12.  Binet-Simon scale (1905)  Assessed judgment, comprehension & reasoning  Ratio of mental age to chronological age (IQ)  Stanford-Binet scale (1916)  World War I – group testing (Army Alpha & Army Beta)  Frank Parsons – “father of guidance” 1900 to 1920

13.  Theoretical debate concerning definition of intelligence  Interest in assessment spread beyond intelligence – led to development of self-report personality inventories  Rorschach inkblots developed in 1921  Aptitude tests developed for selecting and classifying industrial personnel  Development of vocational counseling instruments 1920s and 1930s

14.  Stanford Achievement Test (1923) – first standardized achievement battery  First edition of Mental Measurements Yearbook (1939) 1920s and 1930s (cont.)

15.  Dissatisfaction with existing personality instruments  Projective techniques became popular  MMPI developed (early 1940)  Standardized achievement tests well-established in public schools  Multiple aptitude batteries appeared after 1940 1940s and 1950s

16.  Criticisms of assessment began to emerge  Need for standards (APA)  Need for centralized test publication, electronic scoring 1940s and 1950s (cont.)

17.  Examination and evaluation of testing and assessment – widespread public concern  1970s - Grassroots movement for “minimum competency” testing for high school graduates  Family Educational Rights and Privacy Act (1974)  Increased use of computers in assessment 1960s and 1970s

18.  Use of computers blossomed: administration, scoring, interpretation, computer-adapted testing, report- writing  Revision of instruments in response to criticism  Increasing use of authentic and portfolio assessment 1980s and 1990s

19.  Influences of technology and the Internet  Research on multicultural issues  Achievement testing & No Child Left Behind  Increased interest in accountability and effectiveness data  Revision of Standards and DSM  Major influence of Neuropsychology upon assessment 2000s to the present