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Welcome to PS410! Today’s Seminar Topics: Greetings and Introductions

Welcome to PS410! §Today’s Seminar Topics: l Greetings and Introductions

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Welcome to PS410!

Today’s Seminar Topics: Greetings and Introductions

Welcome to PS410!

Today’s Seminar Topics: Greetings and Introductions Syllabus

Welcome to PS410!

Today’s Seminar Topics: Greetings and Introductions Syllabus Project Overview

Welcome to PS410!

Today’s Seminar Topics: Greetings and Introductions Syllabus Project Overview History of Assessment

Welcome to PS410!

Today’s Seminar Topics: Greetings and Introductions Syllabus Project Overview History of Assessment Ethical Guidelines

Synchronous and Flex Seminars

Tuesday 10:00 p.m. ET Michael LaPaglia

Wednesday (Synchronous)

12:00 p.m. ET Harla Frank

Thursday 9:00 p.m. ET Nicole Luke

Sunday (Reserve)

10:00 a.m. ET Patricia Weigand

Course Description

Overview of strategies & tools used for screening and assessment of various age groups

Brief overview of history of assessmentEthical considerationsExamines assessment instruments &

techniquesInterpreting results/data

Grading Criteria

Assessments Number Points Each Total Points

Discussions 9 40 360

Projects 3 100/150/150 400

Quizzes 0 0

Final Project 1 240 240

Total Points 1000

Grading Timetable & Late Policy

Timetable: All work will be

graded within 5 days of their due date

Discussion Boards will be updated each week

Late projects will be graded within 5 days of their submission

Extenuating Circumstances: Please keep me informed. Contact me if you have a situation that prevents you from turning in work on time. We will try to work something out:)

Incompletes

Incompletes allow students limited additional time to complete coursework after the end of the term

To be considered, you must have 75% of coursework completed

Talk to me - we will try to work something out:)

Tutoring

Remember, Kaplan has many student supports: Kaplan University Writing Center Kaplan Library

Discussion Boards & Netiquette

Discussion Boards A forum to share

insights and ask questions about course work

Allows us to build a sense of community in an online venue

Instructor interacts with students

Netiquette: Web Etiquette

Formal writing style Respectful & polite

manner Constructive

comments

A Word About Rubrics

A rubric is a grading criteria that insures consistency and standardization

A Word About Rubrics

A rubric is a grading criteria that insures consistency and standardization

The rubrics found in the syllabus can be used as a checklist as you work through the discussion boards and projects

A Word About Rubrics

A rubric is a grading criteria that insures consistency and standardization

The rubrics found in the syllabus can be used as a checklist as you work through the discussion boards and projects

Discussion Board tip: Use your discussion topic instructions as a checklist to insure that you address each element - a good way to make sure you get the points you want!

Final Project

Culmination of all you’ve learned

Final Project

Culmination of all you’ve learned Due at the end of Unit 9

Final Project

Culmination of all you’ve learned Due at the end of Unit 9Analyze case study as marriage family therapist

Final Project

Culmination of all you’ve learned Due at the end of Unit 9Analyze case study as marriage family therapistDescribe strategies for screening & assessment

(Essay form)

Final Project

Culmination of all you’ve learned Due at the end of Unit 9Analyze case study as marriage family therapistDescribe strategies for screening & assessment

(Essay form)Select appropriate assessment

Final Project

Culmination of all you’ve learned Due at the end of Unit 9Analyze case study as marriage family therapistDescribe strategies for screening & assessment

(Essay form)Select appropriate assessment Consider ethical implications/issues

Final Project

Culmination of all you’ve learned Due at the end of Unit 9Analyze case study as marriage family therapistDescribe strategies for screening & assessment

(Essay form)Select appropriate assessment Consider ethical implications/issuesWrite assessment report modeled after example

in text

History of Testing and Assessment - Chapter 1

Details and Differences: Assessments and Tests Assessment: Broad array of evaluative procedures -

can be formal or informal Tests: Instruments that yield scores based upon

collected data. Tests are a subset of assessment.

History of Testing and Assessment - Chapter 1

Standard of Multiple Assessment: One assessment is not enough to understand an individual - information from many assessments increases the accuracy of the diagnosis.

Assessment Procedures

Informal Assessment•Observation

•Rating Scales•Classification Methods

•Records & Personal Docs.•Performance Assessment

•Environmental Assessment

AssessmentProcedures

Personality Testing•Objective Tests•Projective Tests

•Interest Inventories

Ability Testing(Achievement/Aptitude)

•Readiness•Survey Battery

•Diagnostic•Intellectual & Cognitive

Functioning•Cognitive Ability•Special Aptitude

•Multiple Aptitude

The Clinical Interview

The Test - It’s Ancient History!China - 2200 B.C.

To determine whether his officials were fit for office, the Chinese emperor had them examined every third year.

By1370, the tests had become increasingly difficult. Those who passed many days and nights in a small, isolated booth were subjected to longer stays in similar conditions. Survivors went on to the final level of testing. If they passed, they “became eligible for public office.” This system of testing was “abolished in 1906.”

[Reference: The History of Psychological Testing, Ch. 1A, p. 4, http://www.ablongman.com/partners_in_psych/PDFs/Gregory/gregory_ch01.pdf

The Test - It’s Ancient History!

Greece – 428-327 B.C. Assessment of intellect and physical ability

when screening for state service.

Pioneers of Modern Assessment Jean Esquirol (1772-1840) -French

Psychiatrist Used language to identify

intelligence - a precursor of “verbal IQ”

First to differentiate between mental deficiency and insanity

Wrote Des maladies mentales, the first book to espouse an objective and rational view of mental disorders

[http://www.indiana.edu/~intell/esquirol.shtml}Courtesy of the National Library of Medicine

Pioneers of Modern AssessmentEdouard Seguin (1812-1880) - French

Physician Worked with children with mental retardation

in France and the U.S. Pioneer in the education of the mentally

retarded - which can be considered the forerunner of special education

Developed form board to increase motor control - precursor of “performance IQ.”

[http://www.newworldencyclopedia.org/entry/Edouard_/seguin]

Pioneers of Modern AssessmentSir Francis Galton (1822-1911)

- Darwin’s half-cousin. Intrigued by differences among

people Sensory motor responses and

their relationship to intelligence Development of the statistical

concept of the correlation coefficient

Word association tests to study the unconscious mind

[http://galton.org/]

Courtesy of the National Library of Medicine

Pioneers of Modern Assessment

Wilhelm Wundt (1832-1920) - German “Father of Experimental Psychology” New domain of science - “Physiological

Psychology” In 1875, developed one of the1st psychological

laboratories that used experimental research Introspection - Wundt’s primary tool of

experimental psychology [http://www.indiana.edu/~intell/wundt.shtml]

Pioneers of Modern Assessment

James Cattell (1860-1944) Doctoral student under Wundt Brought statistics to mental testing Coined term, “mental test” Believed that psychology had to embrace the

use of quantitative methods [http://www.indiana.edu/~jcattell.shtml]

Pioneers of Modern Assessment

G. S. Hall (1844-1924) Founder & first president of APA Set up lab at Johns Hopkins University Primary interests in evolutionary psychology

and child development

Emergence of Ability Tests:Testing in the Cognitive Domain

Alfred Binet (1857-1911) Critical of the way children with “mental

deficiency” were diagnosed Binet and Theophile Simon developed scale

that would measure higher mental processes - their observations were used to develop 1st modern intellegence test

Emergence of Ability Tests:Testing in the Cognitive Domain

Lewis Terman (1877-1956) Stanford University Based upon data he had gathered on Binet and

Simon’s scale on hundreds of children, Terman revised the Binet and Simon scale - know as the Stanford-Binet

First to use, in his test, the ratio of chronological age to mental age = IQ (mental age/chronological age

Emergence of Ability Tests:Testing in the Cognitive Domain

Neuropsychology - “The study of brain function as it relates to behavior” Interest in brain injury as it relates to behavior

has been evident since Egyptian times If changes in brain function occur due to

disease or injury, a neuropsychological assessment is recommended - may include intellegence test

Group Tests of Ability

Standardized directions and trained examiners made the jump from individualized tests to group tests possible

WWI and the need to test large number of recruits quickly, became a catalyst for change

Group Tests of Ability

Robert Yerkes: President of APA Chaired committee to create test for new

recruits during WWI Created Army Alpha (1st modern group test) in

4 months Tested 1.7 million plus recruits in less than 2

years

Group Tests of Ability

Army Beta was developed to mitigate non-English speaking and non-reading recruits A language-free test that used form boards,

mazes, and non-verbal communication (pantomime)

Army Alpha & Army Beta, and like tests, assessed the the academic potential of the person tested

Group Tests of Ability

Scholastic Aptitude Test Developed by the Educational Testing Service

James Bryant Conant - President of Harvard Believed in a classless society Hoped that tests such as the SAT could

promote equality in society & education by identifying individual ability

Some believe that tests such as the SAT worked to separate social classes

Group Tests of Ability:Achievement Tests in Schools

Edward Thorndike (1874-1949) Developed Stanford Achievement Test (1923) Academic performance test for school students

Group Tests of Ability:Vocational Counseling

Frank Parsons (1909/1989) - Leader in vocational counseling

Vocational Counseling Process: 1. Acquiring self-knowledge 2. Acquiring knowledge of the world of work 3. Finding a suitable match through a process

called “true reasoning” Measures likes and dislikes and ability GATB: Measures ability in multiple, specific areas

Personality Tests (Affective Realm)

J. B. Miner Developed one of first interest inventories for

helping high school students select occupations Miner thought his test was only one component

of a thorough assessment that would also include interviews with vocational counselors

Personality Tests (Affective Realm)

Edward Strong (1884-1963) Developed the Strong Vocational Interest Blank “One of the most widely used instruments in

career counseling”

Personality Tests (Affective Realm)Objective Personality Assessment

Emil Kraeplin: Early word association test Woodworth Personal Data Sheet: Developed during

WWI to determine if “soldiers were emotionally unfit for combat”

• Consists of questions in which you underline “Yes” or “No”

• Precursor of the Minnesota Multiphasic Personality Inventory (MMPI)

(http://www.britannica.com/Ebchecked/topic/647729/Woodworth-Personal-Data-Sheet)

Personality Testing (Affective Realm)

Projective Testing: Involves presenting a stimulus in effort to “tap into the unconscious mind” Carl Jung (1875-1961)

• Early word association tests designed to identify mental illness

• Coined term, “complex”: Individual’s responses that pointed to a problem area in their lives

Personality Testing (Affective Realm)

Herman Rorschach (1884-1922) Jung’s student Developed Rorschach Inkblot test Believed that person’s reactions to the inkblot

forms revealed his/her unconscious life

Personality Testing (Affective Realm)Henry Murray

Developed Thematic Apperception Test (TAT) TAT is designed to “evaluate a person’s

patterns of thought, attitudes, observational capacity, and emotional responses to sets of cards that portray human figures in a variety of settings and situations”

[http://www.minddisorders.com/Py-Z/Thematic-Apperception-Test.html]

Informal Assessment Procedures

Informal assessment procedures are often designed by the user to meet a particular testing situation Situational Test - tests the ability to handle and

respond to “real life” situations Clinical Interview - proved useful for diagnosis

using the Diagnostic and Statistical Manual, developed by APA

Informal Assessment ProceduresInformal Assessments that became popular

in the 1960s and ‘70s: Observation Rating Scales Classification Techniques Record Review Personal Documents

Performance-based assessment has become popular in recent years

Modern Use of Assessment Procedures

Assessment instruments are prevalent in all areas of society

Categories include: 1. Testing in the Cognitive Domain (ability

testing) 2. Testing in the Affective Domain (personality

assessment) 3. Informal Assessment Procedures

Ethical Guidelines for Testing and Assessment

The American Counseling Association (ACA) and the American Psychological Association (APA) have created ethical codes that address issues of testing and assessment.

Ethical Codes: Professional guidelines for appropriate behavior

Ethical Guidelines for Testing and Assessment

The ACA and APA guidelines include these broad categories:

1. Choose appropriate assessments 2. Competence in use of instruments 3. Confidentiality: Protect client information 4. Cross-cultural sensitivity: Protect client from discrimination & bias 5. Informed consent: Permission given by client after process explained 6. Invasion of privacy 7. Proper diagnosis: Use appropriate assessments for accurate diagnosis 8. Release of test data: Requires client consent 9. Test administration: Use established and standardized methods 10. Test security: Ensure integrity of test content and test itself 11. Test scoring and interpretation: Consider problems with tests

Choosing Appropriate Assessments

Assessments should show “test worthiness”: 1. Reliability (consistency) 2. Validity (measures what it is supposed to) 3. Cross-cultural Fairness 4. Practicality

Competence in Use of Tests

Professionals must demonstrate adequate knowledge and training in administering an assessment

APA (1954) adopted a three-tier system for establishing user qualifications, which they have reevaluated in recent years and, as a result, designed more stringent guidelines.

APA’s Three-tier SystemLevel A tests: Administered, scored, and

interpreted by responsible nonpsychologists who have read the test manual & are familiar with the purpose of testing (Educational achievement tests)

Level B tests: Requires technical knowledge of test construction & use, along with appropriate advanced coursework in psychology and related courses

Level C tests: Requires advanced degree in psychology, or licensure as a psychologist, and advanced training/supervised experience in the particular test.

Code of Fair Testing Practices

1. Standards for Qualifications of Test Users2. Responsibilities of Users of Standardized Tests3. Standards for Multicultural Assessment4. Code of Fair Testing Practices5. Rights & Responsibilities of Test Takers6. Competencies in Assessment and Evaluation for

School Counselors7. Standards for Educational & Psychological

Testing

Ethical Decision Making

Moral Model of Decision-Making (Remley & Herlihy): 1. Autonomy - Respecting client’s right of self-determination & freedom of choice 2. Nonmaleficence - “Do no harm” 3. Beneficence - Promoting the well-being of others and society 4. Justice - Equal & fair treatment to all 5. Fidelity - Loyalty & faithfulness to commitments in helping relationship 6. Veracity - Deal honestly with the client

Ethical Decision-MakingPractical, problem-solving model (Corey, Corey, &

Callanan) 1. Identify problem or dilemma 2. Identify potential issues involved 3. Review relevant ethical guidelines 4. Know applicable laws & regulations 5. Obtain consultation 6. Consider possible & probable courses of action 7. Enumerate the consequences of decisions 8. Decide on what appears to be best course of action

Legal Issues in AssessmentLaws about Testing: Intended to protect

examinee: 1. Family Education Rights and Privacy Act (FERPA) 2. Health Insurance Portability and Accountability

Act (HIPAA) 3. Freedom of Information Act 4. Civil Rights Acts 5. Americans with Disabilities Act 6. Individuals with Disabilities Education

Improvement Act 7. Carl Perkins Act

Professional Issues

Professional Associations:Association for Assessment in Counseling and

Education (AACE), Division of ACA Organization of counselors, educators, and other

professionals Provides leadership, training, & research in creation,

development, production, and use of assessment and diagnostic techniques

Professional Issues

Professional Associations:Division 5 of the American Psychological

Association: Evaluation, Measurement, and Statistics Promotes high standards in research and

practical application of psychological assessment, evaluation, measurement, and statistics

Accreditation Standards of Professional Associations

Accreditation Bodies: Set curriculum standards for graduate programs: 1. American Psychological Association (APA) 2. National Association of School

Psychologists (NASP) 3. Council for the Accreditation of Counseling

and Related Educational Programs (CACREP)

Forensic Evaluations

Forensic evaluations include: 1. Use of specific tests appropriate for the

situation 2. Interviewing techniques that are focused on

the goals of the court case 3. Knowledge of ethical and legal issues

relevant to expert testimony and the case 4. Knowledge of how to write forensic reports

that will be used in court

Certification as Forensic Evaluator

The National Board of Forensic Evaluators (NBFE) certifies counselors & social workers as forensic health evaluators

American Board of Forensic Psychology (ABFP) Psychologists interested in this field can do

residencies in forensic psychology or four years of postdoctoral forensic experience to become a diplomat in the ABFP

Assessment as a Holistic Process

“Assessment is a snapshot; clients continually change.”