Chapter 1Chapter 1Historical and Historical and Philosophical Philosophical Foundations of Foundations of AssessmentAssessment

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

The Value of TestingThe Value of Testing

Helps in deciding the placement and selection of individuals in business, industry, education

Helps predict success in educational programs or job experiences

Provides descriptive and diagnostic information

Provides a picture of growth or change over time

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Purpose of the Assessment ProcessPurpose of the Assessment Process

To obtain information about the client’s presenting problem

To make an accurate diagnosis To determine the client’s goals for counseling To gather information to aid in the development of a

treatment plan To gather information to aid in the development of an

educational plan To gather baseline data to measure the client’s progress

in counseling To determine a client’s suitability for a certain treatment

program or modality To assess the effectiveness of an education/counseling

program To carry out research studies

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Standardized vs. Nonstandardized TestsStandardized vs. Nonstandardized Tests

Standardized tests: have specific directions for administration, specific

instructions for the test taker, and specific scoring procedures

have generally proven reliability, or consistency, of scores and validity, the ability of the test to measure what it is designed to measure

examples: achievement tests, aptitude tests, intelligence tests, personality inventories, and interest inventories

Nonstandardized tests: informally constructed tests without proven reliability or

validity examples: interviews, observation, questionnaires, and

second-hand information

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Competencies Required of Test Competencies Required of Test UsersUsers

Understand basic measurement concepts (reliability, validity, norms)

Understand and evaluate test manuals and reports Follow procedures for administering, scoring, and

interpreting tests Identify and locate sources of test information Understand the meaning of test scores Explain test results to test takers Know the legal and ethical guidelines related to

testing Present test results in written form Understand technology in testing

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

History of TestingHistory of Testing

1900 to 1940s: Jung Binet Thorndike 1914: Stern introduces the IQ, or intelligence quotient, the

mental age divided by chronological age. Stanford-Binet Intelligence Test 1927: Strong Interest Inventory Rorschach Ink Blot Test Murray's Thematic Apperception Test Bender Gestalt Test Piaget's Origins of Intelligence Buros’s First Mental Measurements Yearbook

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

1940s:

1942 Minnesota Multiphasic Personality Inventory

1949 Wechsler Intelligence Scale for Children Armed services use of screening recruits

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

1950s to 1980:

Standards for Educational and Psychological Testing

Bloom’s Taxonomy of Educational Objectives Cattell’s theory of fluid and crystallized

intelligence Use of computers in testing

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

1980s to 2000: revised editions of many tests examples: MMPI, Wechsler

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Today: High-stakes testing Demonstration of competencies Multiple-choice tests replaced by authentic and

performance assessment Increased emphasis on testing in K-12 education Accountability for school and mental health

counseling programs

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.