Assessment Techniques for Counselors
CLED 606 Spring 2005
Tuesday 4:00-6:40 2125 Oliver Hall
Kimberly R. Hall, PhD, NCSC
4053 Oliver Hall (804) 827-2632
Office Hours: M 1:00-4:00; T 1:00-4:00; W 1:00-3:00; and by appointment
I. Course Description
This course will examine the selection, administration, scoring, and interpretation of individual and group assessment instruments used by counselors. Particular attention will be given to tests of intelligence, aptitude, achievement, interest, and personality. Basic statistical concepts will be reviewed. Program evaluation and assessment will also be discussed. (Prerequisites include CLED 600 and CLED 601; 3 semester hours credit)
II. Course Objectives
1. To recognize historical perspectives of assessment in counseling. (CF I.1)
2. To compare and contrast basic concepts of standardized and non-standardized assessment. (CF I.1)
3. To practice basic statistical analyses and apply these skills to the careful selection, appropriate administration, accurate scoring, and responsible interpretation of assessment instruments. (CF I.1, II.3)
4. To discuss the impact of reliability and validity on assessment. (CF I.1)
5. To determine factors that influence assessment (gender, race, language, etc.). (CF III.1)
6. To examine broader informal assessments (child abuse/neglect, suicidal/ homicidal ideation, anxiety, depression, substance abuse). (CF I.1)
7. To develop a needs assessment instrument based on principles and models of assessment. (CF II.2)
8. To develop a plan for program evaluation and the use of data to promote change. (CF I.2, I.3, II.2)
9. To develop an understanding of the counselor’s role in the basic special education process. (CF II.2)
10. To form a plan for administering and interpreting standardized tests in school. (CF I.1, I.2)
11. To recognize ethical issues and make appropriate decisions based on professional standards of practice. (CF I.2, IV.4)
12. To demonstrate program accountability by documenting and sharing results of work with peers. (CF II.2)
13. To develop the practice of critical reflection as a school counselor by analyzing and solving educational problems faced by school counselors. (CF IV.1, IV.2, IV.4)
III. Course Requirements
1. Role Statement for Assessment: develop a role statement explaining the responsibilities of the school counselor in assessment.
2. PTA Presentation: develop a presentation that is suitable for a PTA meeting that explains the Stanford and Otis-Lennon.
3. Instrument Critique: write a critique of an assessment instrument.
4. Role Statement for Special Education: develop a role statement explaining the responsibilities of the school counselor in special education.
5. Needs Assessment: develop a needs assessment that could be administered to students, teachers, and/or parents.
6. Assessment for Individuals: develop plans for assessing specific problems (anxiety, depression, suicide, child abuse, etc.) that can be used in a school environment.
7. Program Evaluation: develop a plan for assessing the counseling program.
8. Portfolio: begin to build a professional portfolio.
IV. Course Evaluation Grading Scale
1. Class/Group Participation 15 90-100 A
2. Role Statement for Assessment 10 80-89 B
3. PTA Presentation 15 70-79 C
4. Instrument Critique 15 60-69 D
5. Role Statement for Special Ed 10 Below 60 F
6. Needs Assessment 10
7. Assessments for Individuals 10
8. Program Evaluation 15
TOTAL 100%
Required Text
American School Counselor Association (2003). The ASCA national model: A framework
for school counseling programs. Alexandria, VA: Author.
Whiston, S.C.W. (2005). Principles and applications of assessment in counseling (2nd
ed.). Belmont, CA: Thomson Brooks/Cole.
Additional Information
The professor reserves the right to modify the schedule to accommodate unforeseen circumstances.
All written work must be typed and follow APA format where applicable.
Students are expected to
· attend all classes and group meetings
· actively and meaningfully participate in class and group discussions
· read all assignments in advance
· provide detailed, meaningful feedback to classmates
· turn in all work on or before designated due dates
The university will provide a “reasonable accommodation to any individual who advises us of a physical or other disability.” If you have a disability that requires accommodation or an academic adjustment, please arrange a meeting with the instructor at your earliest convenience.
All persons enrolled in this course, as well as the instructor, are responsible for acting in accordance and for reporting violations of the VCU Honor System. A complete copy of the VCU Honor System document is contained in the 2004-2005 VCU Resource Guide or it may be found on VCU’s website at http://www.students.vcu.edu/rg/policies/rg7honor.html.
The INFUSIO Technology Lab in room 3107 is available to assist you in using a variety of technology tools and resources. Daily operation hours are printed on the lab door or available at http://www.soe.vcu.edu/infusio/.
Tentative Calendar
January 18 Course Overview and Organization
Assessment in Counseling (Ch 1)
January 25 Role Statement for Assessment due
Ethical & Legal Issues in Assessment (Ch 14)
Basic Assessment Principles (Ch 2)
February 1 Basic Assessment Principles (Ch 2)
Selection, Administration, Scoring, & Communicating Assessment Results (Ch 5)
February 8 Selection, Administration, Scoring, & Communicating Assessment Results (Ch 5)
February 15 PTA Presentation due
Reliability (Ch 3)
Validity & Item Analysis (Ch 4)
February 22 Intelligence & General Ability Testing (Ch 7)
March 1 Assessing Achievement & Aptitude (Ch 8)
March 8 Group-A-Rama in Annandale, VA
March 15 Spring Break
March 22 Instrument Critique due
Issues Related to Assessment with Special Populations (Ch 15)
Special Education
March 29 Role Statement for Special Education due
Assessing Student Needs
April 5 Needs Assessment due
Initial Assessment in Counseling (Ch 6)
Assessment & Diagnosis (Ch 12)
Using Assessment in Counseling (Ch 13)
April 12 Using Assessment in Counseling (Ch 13)
April 19 Assessments for Individuals due
Program Evaluation
April 26 Program Evaluation
May 3 Program Evaluation due
Portfolio Development
May 10 Comprehensive Review and Application