Education | Individual Appraisal: Principles and Procedures
G505 | 6197 | Dr. Amy Heesacker

Text:	Whiston, S. C. (2000).  Principles and applications of
assessment in counseling.  Belmont, CA: Wadsworth-Brooks/Cole.

Other required readings:

Neisser, U., Boodoo, G., Bourchar, T. J., Boykin, A. W., Brody, N.,
Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R. P.,
Sternberg, R. J., & Urbina, S. (1996).  Intelligence: Knowns and
unknowns.  American Psychologist, 51, 77-101.

Polanski, P. J., & Hinkle, J. S. (2000).  The mental status
examination: Itís use by professional counselors.  Journal of
Counseling and Development, 78, 357-364.

Ridley, C. R., Li, L. C., & Hill, C. L. (1998).  Multicultural
assessment: Reexamination, reconceptualization, and practical
application.  The Counseling Psychologist, 26, 827-910.

Sampson, J. P. (2000).  Using the Internet to enhance testing in
counseling.  Journal of Counseling & Development, 78, 348-356.

Spengler, P. M., Strohmer, D. C., Dixon, D. N., & Shivy, V. A.
(1995).  A scientist practitioner model of psychological assessment:
Implications for training, practice, and research.  The Counseling
Psychologist, 23, 506-534.


An analysis of statistical, psychometric, sociometric, and clinical
principles crucial to professional interpretation of standardized and
informal data regarding individual clients.  Current
issues/controversies about ethnic, gender, cultural, and individual
differences will be examined.


Students will become familiar with the general purposes of appraisal
and assessment.

Students will develop a base of knowledge concerning the theoretical
foundations and historical bases for assessment techniques.

Students will interpret different psychometric statistics including
types of assessment scores, measures of central tendency, indices of
variability, standard errors, and correlations

Students will develop strategies for selecting, administering,
interpreting, and using assessment and evaluation instruments in

Students will compare and contrast different methods for estimating
reliability including methods for establishing stability, internal,
and equivalence reliability.

Students will develop a knowledge base concerning different methods
for establishing validation evidence including content, criterion-
related or empirical, and construct validity.

Students will develop a base of knowledge concerning aptitude and
ability, intelligence, and personality assessment.

Students will become familiar with different appraisal methods
including individual and group inventory/test methods, behavioral
observation, performance assessment, and environmental assessment.

Students will have an understanding of general principles and methods
for case conceptualization, assessment, and/or diagnosis of mental
and emotional status.

Students will discuss topics related to age, gender, ethnicity,
language, disability, and cultural factors related to the assessment
and evaluation of individuals and groups.

Students will describe the major concepts related to report writing.

Students will evaluate the advantages and disadvantages of
technological applications in appraisal.

Students will explain the ethical implications related to assessment
and appraisal.


Each student will be required to take three multiple choice
examinations based on class lectures and materials covered in the
textbook.  Each exam is worth 25% of the total grade.  The
examination schedule is:

First Exam: October 6, 2003
Second Exam: November 3, 2003
Third Exam: December 15, 2003

Each student is required to write a paper concerning a topic related
to assessment.  The topic will be agreed upon with the instructor by
November 10, 2003, and the paper is due December 8, 2003.  This
requirement is worth 20% of the total grade.

Each student will participate in a project that will involve an
overview and brief presentation of two assessment instruments to the
class on November 3, 2003.  Students will work in pairs on this
project, and you may choose your partner. You will need to provide
handouts for other students in this class.  This project is worth 5%
of each studentís grade.

Please follow the following outline in developing your handouts.

Title of instrument:
Author(s) of instrument:
Publication date:
Description of instrument (1 to 2 paragraphs only):
Client group:
Publisher of contact information:


Each of the three exams will contain 25 multiple choice questions
worth 1 point each. The three exams will be graded according to the

90% to 100% (or 23 to 25 points) = A
80% to 89% (or 20 to 22 points) = B
70% to 79% (or 18 to 19 points) = C
60% to 69% (or 15 to 17 points) = D

The paper will be evaluated according to the following procedures (5
points for each grading area, for a total of 20 points):

References and use of references: APA Publication Manual (5th Edition)
English usage, style, and form. Evidence of student involvement with
the topic of the paper Topic development and thoroughness

**One point will be deducted from the paper for each day that it is

The papers will be graded according to the following:

90% to 100% (or 18 to 20 points) = A
80% to 89% (or 16 to 17 points) = B
70% to 79% (or 14 to 15 points) = C
60% to 69% (or 12 to 13 points) = D

With regard to your class presentation the pairs of presenters will
both receive the same grade based on thoroughness of the overall
presentation.  The presentation will be worth a total of 5 points and
will be graded according to the following:

90% to 100% (or 4.5 to 5 points//excellent effort) = A
80% to 89% (or 4 points//above average effort) = B
70% to 79% (or 3.5 points//minimum effort) = C
60% to 69% (or 3 points//unacceptable effort) = D

Outline for G505
Fall 2003

September 1 Introduction and History
Chapter 1

September 8 Basic Assessment Principles
Chapter 2

September 15 Reliability
Chapter 3

September 22 Validity and Item Analysis	
Chapter 4

September 29 Selecting Assessments
Chapter 5
Assessment in Counseling		
Chapter 6
Initial Assessment
Polanski & Hinkle (2000)
Spengler et al. (1995)

October 6 FIRST TEST

October 13 General Ability & Intelligence
Chapter 7
Neisser et al. (1996)

October 20 Achievement & Aptitude
Chapter 8
Career Assessment
Chapter 9
Chapter 10

October 27 Personality and Marriage & Family
Chapter 11

November 3 SECOND TEST
**Pair Project Presentations**

November 10 Introduction to Diagnosis
Chapter 12
& DSM-IV			
Chapter 13
**Paper topic approved**

November 17 Diagnosis				

November 24 Special Populations		
Chapter 14
Ridley et al. (1998)

December 1 Technology
Chapter 16
Sampson (2000)

December 8 Ethical & Legal Issues
Chapter 15
**Paper Due**

December 15 THIRD TEST
Supplementary Readings List