welcome to ps410! §today’s seminar topics: l greetings and introductions
TRANSCRIPT
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
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 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