PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 6
Indiana University-Purdue University
School of Education
Education G505 Principles and Procedures of Assessment
Spring 2011
Instructor: James A. Cates, Ph.D., ABPP
Office: Off-campus (2200 Lake Ave., Suite 260, Ft. Wayne)
Phone: 493-3980 / 800-483-4364 (toll-free nationwide)
E-mail: (note: use this, not campus e-mail address)
Fax: 424-3530
Office Hours: by appointment
Class Schedule & Location: Mondays, 4:30-7:15 p.m. Dolnick Center, Rm 185
“I think animal testing is a terrible idea; they get all nervous and give the wrong answers.”
- unknown
Course 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, sex, cultural, and individual differences will be examined.”
Overview:
This course reviews the issues, methods and instruments involved in psychological testing, individual, and family, assessment, and intra- and interpersonal dysfunction. It also focuses on making accurate diagnoses according to the DSM-IV and DSM-V. Learning activities used include: large and small group discussion, lecture, demonstrations, hands-on learning activities, and integrative writing projects.
.
Required Texts:
Whiston, Susan (2008). Principles and Applications of Assessment in Counseling, 3rd Ed.
Additional Readings:
Will be assigned across the course of the semester.
Course Objectives:
1) Students will demonstrate an understanding of how to evaluate clinical syndromes and personality disorders using the DSM-IV and the DSM-V
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment. IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
2) Students will demonstrate an understanding of psychometrics and test development.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment. IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
3) Students will demonstrate an understanding of the common individual, marital, and family assessment instruments.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment. IHPB: Appraisal and Assessment. COAMFTE: 320.02. IPSB: Standards 4 and 5.
4) Students will demonstrate how to apply and present in writing both diagnosis and assessment.
Standards met: SOE Conceptual Model: Knowledge, Pedagogy. CACREP & NBCC: Assessment. IHPB: Appraisal and Assessment. COAMFTE: 320.0. IPSB: Standards 4 and 5.
Course Assignments:
“I wake up every morning determined both to change the world and have
one hell of a good time. Sometimes this makes planning the day difficult.
- E. B. White
§ Quizzes: Two (2) quizzes will be administered across the course of the semester. Each quiz will consist of twenty multiple-choice items. The second quiz will only include information covered since the first quiz.
§ Presentation: Each student will be asked to select an assessment tool from the list provided with this syllabus and complete a ten-minute presentation on that instrument. Instructions for the presentation are included with the syllabus as well.
§ Review: Each student will also be expected to complete a review of the assessment tool presented in class, including a minimum of three references about the instrument, comments on reliability and validity, and impressions about its efficacy.
§ Final: The final will consist of two case presentations. For each case presentation, you will be asked to develop an appropriate assessment plan, including initial referral questions to be answered and proposed assessment procedures, as well as a rationale for your plan.
Evaluation & Grading:
Students will be evaluated on the requirements listed above and assigned points earned. Assigned points and the associated grading scale are as follows:
99-100% - A+
Quizzes 80 94-98 - A
Presentation 20 90-93 - A-
Review 50 87-89 - B+
Final 50 83-86 - B
______80-82 - B-
TOTAL 200 pts. 77-79 - C+
73-76 - C
70-72 - C-
67-69 - D+
63-66 - D
60-62 - D-
“Traditional scientific method has always been at the very best, 20-20 hindsight.
It’s good for seeing where you’ve been. It’s good for testing the truth of what
you think you know, but it can’t tell you where you ought to go.”
- Robert M. Pirsig
PRINCIPLES AND PROCEDURES, G505 SYLLABUS, PAGE 6
Course Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the course.
Class Date Topic / Special Topic Reading/Assignment
Jan. 10 Assessment in Counseling Chapter 1
(Avoiding that Deer in the Headlights Look)
[Demonstration: Client Referral for Assessment]
Jan 17 NO CLASS (MARTIN LUTHER KING DAY)
Jan. 24 Basic Assessment Principles Chapter 2
(What Are My Options?)
[Demonstration: Client Referral for Assessment]
Jan. 31 Reliability and Validity Chapters 3 & 4
(I Know, It’s Review)
[Demonstration: Client Referral for Assessment]
Feb. 7 Selecting, Administering, Scoring, & Communicating
Assessment Results Chapter 5
(Good News, Bad News…)
[Demonstration: Client Review of Assessment Results]
Feb. 14 Initial Assessment in Counseling Chapter 6
(One of Us Has a Problem)
[Demonstration & Practice with Initial Interview]
Feb. 21 QUIZ #1
Intelligence and General Ability Testing Chapter 7 (I’m Sorry, Billy Isn’t a Genius)
2 Student Presentations
[Demonstration of Wechsler Adult Intelligence Scale]
Feb. 28 Assessing Achievement and Aptitude Chapter 8
(And Billy’s Not Going to Harvard, Either)
2 Student Presentations
[Demonstration of Woodcock-Johnson and
Wide Range Achievement Test]
Mar. 7 NO CLASS – SPRING BREAK
Mar. 14 Assessment in Career Counseling Chapter 9
(No…Stanford Won’t Take Billy Either)
2 Student Presentations
[Demonstration of Career Assessment Inventory &
Wide Range Interest & Opinion Test]
Mar. 21 Appraisal of Personality Chapter 10 (All These People Are So Irritating!)
2 Student Presentations
[Demonstration of Millon Adolescent Clinical
Inventory and Rorschach]
Mar. 28 Assessment in Marriage and Family Counseling Chapter 11 (I’ll Just List Her Faults and We Can Get Started…)
2 Student Presentations
[Demonstration of Parenting Stress Index and
Child Abuse Potential Inventory]
April 4 QUIZ #2
Assessment and Diagnosis Chapter 12 (DSM-IV-TR & DSM-V)
2 Student Presentations
[Demonstration of Minnesota Multiphasic
Personality Inventory and Wagner Hand Test]
April 11 Using Assessment in Counseling Chapter 13
(You Mean This Has an Application?)
2 Student Presentations
[Demonstration of Ravens Progressive Matrices
and Stroop Color-Word Test
April 18 Ethical and Legal Issues in Assessment Chapter 14
(I Truly Thought “Whack Job” Was in the DSM)
2 Student Presentations
[Demonstration of Hare Psychopathy Checklist and
Juvenile Sex Offender Assessment Protocol]
April 25 Issues Related to Assessment in Diverse Populations Chapter 15
(It’s All About Culture)
Student Presentations
WEDNESDAY, MAY 4: FINAL, 4:00 – 6:00 P.M.
Note: I am a clinical psychologist with a private practice that primarily focuses on assessment. I complete testing for the Department of Child Services, courts, private attorneys, Vocational Rehabilitation Services, schools, residential centers, and as referrals from other therapists. 2011 also marks the 30th anniversary of my experience with psychological testing.
Appendix A
Written Review
The written review of a test, instrument, or technique should answer the following questions (“test” will be used as a generic term for all of the above):
· A brief history of the development of this specific test
· A brief description of its administration
· Any modifications or changes that have occurred across its history
· Efforts to standardize it, if any
· Current reliability and validity
· Its’ standing among those who administer tests (e.g., popularity, frequency of use, etc.)
· Strengths and weaknesses
· Appropriate and inappropriate uses
· Cultural limitations that you would foresee with this test
· Applications that you could foresee for yourself or an agency with which you were involved in using this test
· Your personal impression of this test
Scoring Rubric for Written Review
Description Percentage
of Points Percentage of Points
The project meets all the major and minor project requirements. 100
The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of an understanding of the assessment tool.
The project topic is highly relevant and material to the learning needs
of counselors and therapists. 90
The project meets all the major project requirements, but may not 89
meet one minor requirement. The project design and organization is clear,
coherent, and easy to follow. Critical thought and analysis is evident. Some
evidence is present of an understanding of the assessment tool. The
project topic is relevant and material to the learning needs of counselors and
therapists. 80
The project substantially meets all of the major project requirements but 79
may not meet minor requirements. The project is designed well and organized
well. Some minimal critical thought and analysis is evident. Some, but not
significant evidence is present of an understanding of the assessment tool.
The project topic is somewhat relevant and material to the learning needs of
counselors and therapists. 70
The project meets most, but not all, of the major project requirements. The 69
project is not well designed and organized. Minimal critical thought and
analysis is evident. Little evidence of an understanding of the assessment tool
is present. The project topic is not in a significantly and meaningful way relevant
and material to the learning needs of counselors and therapists. 60
The project does not in a substantial way meet most of the major project 59
requirements. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of an understanding of the assessment
tool is present. The project topic is not relevant and material to the learning needs
of counselors and therapists. 0
(50 pts.)
*Note: This rubric closely follows the General Scoring Rubric for Counselor Education Program Written Assignments. It has been modified to accommodate the specific demands of this assignment.
Appendix B
Counselor Education Presentation Rubric (Developed by School of Education)0 / 3 / 6 / 9 / Total
Subject Knowledge / Student has very limited grasp of information; cannot answer questions about subject. / Student has superficial understanding and is able to answer only rudimentary questions, may fail to elaborate. / Student understands most information and answers most questions with explanations and some elaboration. / Student demonstrates full knowledge (more than required) and answers class questions with explanations and elaboration.
Critical Analysis/
Application / Student only repeats source material, no analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides limited analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides some analysis, synthesis, evaluation, or application of the material through his/her perspective / Student provides a professional and complex analysis, synthesis, evaluation, or application of the material through his/her perspective
0 / 1 / 2 / 3
Organization / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation due to limited sequencing. / Student presents information in logical sequence which audience can follow. / Student presents information in logical, interesting sequence which audience can follow.
Visual Aids / Student uses superfluous visual aids or no visual aids. / Student occasionally uses visual aids that offer limited support. / Student's visual aids relate to the presentation. / Student's visual aids explain and reinforce the presentation.
Mechanics / Student's presentation has three or more spelling and/or grammatical errors. / Presentation has two misspellings and/or grammatical errors. / Presentation has no more than one misspelling and/or grammatical errors. / Presentation has no misspellings or grammatical errors.
Eye Contact / Student makes no eye contact and only reads from notes. / Student occasionally uses eye contact, but still reads mostly from notes. / Student maintains eye contact most of the time but frequently returns to notes. / Student maintains eye contact with audience, with limited dependence on notes.
Verbal Techniques / Student mumbles, incorrectly pronounces terms, or speaks too quietly for audience in the back of class to hear. / Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. / Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. / Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
. / TOTAL POINTS
Adopted: 4/08
Appendix C
TESTS, TECHNIQUES, OR INSTRUMENTS FOR REVIEW
Achievement
Wide Range Achievement Test – 3 (Presentation by 2/28)
Woodcock-Johnston Tests of Achievement – 3 (Presentation by 2/28)
Wechsler Individual Achievement Test – 2
Adaptive Functioning
Eating Disorder Inventory, 3rd Edition
Hare Psychopathy Checklist (Presentation by 4/18)
Vineland Adaptive Behavior Scales, 2nd Ed.
Addictions
Substance Abuse Subtle Screening Inventory – 3
Substance Abuse Subtle Screening Inventory – Adolescent - 2
Career Assessment
Career Assessment Inventory (Presentation by 3/14)
Campbell Interest and Skills Survey
Self-Directed Search, Form R
Wide Range Interest and Opinion Test – II (Presentation by 3/14)
Intelligence or Cognition
Kaufman Assessment Battery for Children, 2nd Edition
Kaufman Brief Intelligence Test – II
Ravens Progressive Matrices (Presentation by 4/11)
Stanford-Binet Intelligence Test, 5th Edition
Test of Nonverbal Intelligence, 4th Ed.
Wechsler Adult Intelligence Scale – IV (Presentation by 2/21)
Woodcock-Johnston Tests of Cognitive Ability – III, Forms A & B
Mood States
Beck Depression Inventory – II
Geriatric Depression Scale
Neuropsychological Measures
Category Test
Stroop Color-Word Test (Presentation by 4/11)
Trail-Making Test, Parts A & B
Wechsler Memory Scale – IV
Wisconsin Card Sort
Objective Measures of Personality
16 Personality Factor Questionnaire, Form
Millon Adolescent Clinical Inventory (Presentation by 3/21)
Millon Adolescent Personality Inventory
Millon Clinical Multiaxial Inventory
Millon Preadolescent Clinical Inventory
Minnesota Multiphasic Personality Inventory – 2 – RF (Presentation by 4/4)
Personality Assessment Inventory
Minnesota Multiphasic Personality Inventory – Adolescent
Parenting/Family
Child Abuse Potential Inventory, Form VI (Presentation by 3/28)