Education | Individual Appraisal: Principles and Procedures
G505 | 6198 | Dr. Susan Whiston


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

Other required readings (these articles are on reserve at the School
of Education Library):

Neisser, U., Boodoo, G., Bourchard, 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
unknows. American Psychologist, 51, 77-101.

Polanski, P. J., & Hinkle, J. S. (2000). The mental status
examination: Its use by professional counselors.  Journal of
Counseling & 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.

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.

Description:  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.

Objectives:

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

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

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

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

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.

7.  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 diagnoses of mental
and emotional status.

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

11.  Students will describe the major concepts relate to report
writing.

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

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

REQUIREMENTS:

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

First Exam: October 8, 2003
Second Exam: November 5, 2003
Third Exam: December 17, 2003

2.  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 12 and the paper is due December 10, 2003.
This requirement is worth 20% of the total grade.

3.  Each student will work with one other student and participate in
a project that involves an overview of two assessment instruments and
provide a brief presentation on both assessments to the class.
Students will work in pairs on this project.  Please follow the
following outline in developing your handouts.  You will need to
provide handouts for the other students in this class.  This project
is worth 5% of each student's grade.

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

Evaluation:

The three exams will be graded according to the
following:

90% to 100% = A
80% to   89% = B
70% to   79% = C
60% to   69% = D

The paper will be evaluated according to the following procedures:

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

This paper will be deducted a half grade for each week that it is
late.

3. The presenters will both receive the same grade based on the
thoroughness of the overall presentation.  This presentation will be
worth 5% of your grade.

Tentative Outline
G505
Fall 2003

September 3	
Introduction
History
Chapter 1

September 10
Basic Assessment Principles
Chapter 2

September 17
Reliability	
Chapter 3

September 24	
Validity
Item Analysis
Chapter 4

October 1
Evaluating Assessments
Assessment in Counseling
Initial Assessment	
Chapter 5
Chapter 6
Polanski & Hinkle (2000)
Spengler, Strohmer,
Dixon, & Shivy (1995)

October 8	
First Test
	
October 15	
General Ability & Intelligence
Assessment
Chapter 7
Neisser et al. (1996)
http://www.indiana.edu/~intell/

October 22	
Achievement & Aptitude
Career Assessment
Personality	
Chapter 8
Chapter 9
Chapter 10

October 29	
Personality
Marriage and Family
Chapter 11

November 5
Second Test
Assessment Reviews

November 12
Introduction to Diagnosis & DSM-IV
Chapter 12
Chapter 13

November 19	
Diagnosis	

December 2	
Technology
Special Populations
Chapter 14
Chapter 16
Ridley, Li, & Hill (1998)
	
December 10	
Ethical & Legal Issues
Chapter 15

December 17	
Third Test

SUPPLEMENTARY READINGS:

Aiken, L. R. (1999).  Personality assessment: Methods and practices
(3rded.). Seattle: Hogrefe & Huber.

American Educational Research Association, American Psychological
Association, National Council on Measurement in Education (1999).
Standards for educational and psychological testing. Washington DC:
American Psychological Association.

Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).
New York: MacMillian Publishing.

Crocker, L., & Algina, J. (1986). Introduction to classical and
modern test theory. New York: Holt, Rinehart, and Winston.

Cronbach, L.J. (1990). Essentials of psychological testing. New York:
Harper & Row.

Donovan, D.M., & Marlatt, G.A. (1988). Assessment of addictive
behaviors. New York: Guilford Press.

Embretson, S. D., & Hershberger, S. L. (1999). The new rules of
measurement: What every psychologist and educator should know.
Mahwah, NJ: Erlbaum.

Goldman, L. (1971). Using tests in counseling. Pacific Palisades, CA:
Goodyear Publishing.

Groth-Marnat, G. (2003). Handbook of psychological assessment (4th
ed.). New York: Wiley.

Hoge, R. D. (1999). Assessing adolescents in educational, counseling,
and other settings. Mahwah, NJ: Erlbaum.

Hood, A.B., & Johnson, R. (2002). Assessment in counseling: A guide
to the use of psychological assessment procedures. Alexandria, VA:
American Association for Counseling and Development.

L'Abate, L. (1994). Family evaluation: A psychological approach.
Thousand Oaks, CA: Sage Publications.

Sattler, J. M. (2001). Assessment of children: Cognitive application.
San Diego, CA: Jerome M. Sattler Publisher.

Sattler, J.M. (2002). Assessment of children's: Behavioral and
clinical applications. San Diego: J. M. Sattler.

Suzuki, L. A., Ponterotto, J. G., & Mellers, P. J. (2001). Handbook
of multicultural assessment: Clinical, psychological, and educational
applications. San Francisco: Jossey-Bass.

Touliatos, J., Perlmutter, B.F., & Straus, M.A. (2001). Handbook  of
family measurement techniques.  Newbury Park, CA: Sage Publications.