Assessment Procedures for Counselors and Helping Professionals

Dr. Robert Drummond passed away on March 14, 2005. He was a retired professor and counselor educator at the University of North Florida for 20 years. He was foremost in the field of assessment, and he specialized in educational and psychological testing, career development, models for evaluation, educational research, and personality theory and measurement. Dr. Drummond wrote the First Edition of this text in 1988. Now in its Eighth Edition, the book remains a popular assessment textbook in counseling.   Dr. Carl J. Sheperis serves as Chair of the Department of Counseling and Special Populations at Lamar University. He is a Past-President of the Association for Assessment and Research in Counseling, Associate Editor for Quantitative Research for the Journal of Counseling and Development, and a Director for the National Board for Certified Counselors. Practice. In addition to this textbook Dr. Sheperis is an author of: Research in Counseling, Quantitative, Qualitative, and Mixed Methods, Clinical Mental Health Counseling: Fundamentals of Applied Practice, and The Peace Train. He is also published in various textbooks, academic journals, and reference volumes. A frequent speaker and presenter at professional conferences and workshops, as well, Carl Sheperis has appeared at such recent events as the American Counseling Association World Conference, the Association for Counselor Education and Supervision Conference, the National Assessment Conference, and the National Head Start Conference.   Dr. Karyn Dayle Jones is an associate professor in counselor education at the University of Central Florida. She has 20 years of experience in the counseling profession and has been a counselor educator for 14 years. Jones is coauthor of Introduction to the Profession of Counseling, has authored or coauthored several book chapters and refereed publications, and has made numerous professional presentations in the field of counseling and counselor education. Her primary areas of research are assessment and diagnosis. She is the past president of the Counseling Association for Humanistic Counseling, Education and Development, a division of the American Counseling Association. Jones is a Florida Licensed Mental Health Counselor, and a National Certified Counselor, and she has worked as a counselor in mental health agencies, schools, and private practice.

BRIEF TABLE OF CONTENTS PART ONE  Principles and Foundations of Psychological and Educational Assessment Chapter 1     Introduction to Assessment  1 Chapter 2     Methods and Sources of Assessment Information  20 Chapter 3     Statistical Concepts  46 Chapter 4     Understanding Assessment Scores  70 Chapter 5     Reliability/Precision  91 Chapter 6     Validity  110 Chapter 7     Selecting, Administering, Scoring, and Interpreting Assessment Results  130
PART TWO  Overview of Assessment AreasChapter 8     Assessment of Intelligence and General Ability  158 Chapter 9     Assessment of Achievement  195 Chapter 10    Assessment of Aptitude  223 Chapter 11    Career and Employment Assessment  243 Chapter 12    Personality Assessment  271
PART THREE  Applications and Issues Related to Assessment Chapter 13    Clinical Assessment  303 Chapter 14    Assessment in Education  332 Chapter 15    Assessment Issues with Diverse Populations  356 Chapter 16    Communicating Assessment Results  375 Chapter 17    Ethical and Legal Issues in Assessment  395   DETAILED TABLE OF CONTENTS PART ONE Principles and Foundations of Psychological and Educational Assessment
Chapter 1 Introduction to Assessment  1

What Is Assessment?  2
The Purposes of Assessment  3
Multiple Methods and Multiple Sources  5
The Assessment Process  7
Competencies Required for Assessment  9
Historical Perspectives  11

Assessment and Technology  15
Computer-based Assessment  15
Internet-based Assessment  16
Controversial Issues in Assessment  17
Summary 17 • Moving Forward 18 • Questions for Discussion 18 • Suggested Activities 18  • Reference 18
Chapter 2 Methods and Sources of Assessment Information  20
Assessment Methods and Sources  20
Formal and Informal Assessment Instruments and Strategies  22
The Initial Interview  23
Degrees of Structure Interviews  24
Interview Guidelines  26

Tests  27
Categories of Tests  29
Observation  34
Formal and Informal Observation   35

 Direct and Indirect Observation  35

 Natural and Contrived Settings  36
Unobtrusive and Participant Observation  36
Methods of Recording Observations  36
Self-monitoring  41
Collateral Sources   41
Summary  43  •  Questions for Discussion  43  • Suggested Activities  43  •  References  44
Chapter 3 Statistical Concepts 46
Statistical Concepts for Assessment  46
Scales of Measurement  48
Nominal Scale  48
Ordinal Scale  49
Interval Scale  49
Ratio Scale  50
Describing Scores  50
Frequency Distributions  50

 Measures of Central Tendency  55

 Measures of Variability  57
The Normal Curve  60
Measures of Relationship  61
Summary  68   • Questions for Discussion 68  • Suggested Activities 68   • References   69
Chapter 4 Understanding Assessment Scores 70
Assessment Scores  70
Criterion-Referenced Scores  71
Norm-Referenced Scores  72
Norm Group  73
Types of Norm-Referenced Scores  75
Qualitative Assessment   84
Tables and Profiles  85
Norm-Referenced, Criterion-Referenced, or Both?   87

Summary  89  • Questions for Discussion 89 • Suggested Activities 89  • References 90
Chapter 5 Reliability/Precision 91
Reliability  92
Measurement Error  93
Sources of Measurement Error  93
Methods of Estimating Reliability/Precision   95
Test-Retest  97
Alternate Form  98
Internal Consistency Reliability  99
Interrater Reliability  102
Selecting a Reliability Coefficient  103

 Evaluating Reliability Coefficients  103

 Standard Error of Measurement  104
Confidence Intervals  106
Increasing reliability/precision  107
Summary 108 • Questions for Discussion 108 • Suggested Activities 108 • References 109
Chapter 6 Validity 110
The Nature of Validity  111

 Revisiting Construct  112

 Threats to Validity  112
Validity and Reliability/Precision  113
Sources of Validity Evidence  114
Test Content Validity Evidence 114

 Evidence Based on Internal Structure  116

 Relations to Other Variables Evidence  118

 Evidence of Homogeneity  121
Convergent and Discriminant Evidence  121

 Evidence Based On Consequences of Testing  125

 Evidence Based on Response Processes   126
Summary 126 • Questions for Discussion  127 • Suggested Activities 127 • References 128
Chapter 7 Selecting, Administering, Scoring, and Interpreting Assessment Results 130
Selecting Assessment Instruments and Strategies   130

 Identify the Type of Information Needed  131

 Identify Available Information  131
Determine the Methods for Obtaining Information  131
Search Assessment Resources  133
Evaluate and Select an Assessment Instrument or Strategy 137
Administering Assessment Instruments 145
Before Administration  147

 During Administration  148

 After Administration  151
Scoring Assessment Instruments   151
Scoring Performance Assessment  152
Scoring Errors  153
Standards for Scoring Assessment Instruments  153
Interpreting Assessment Results  154
Summary 155 • Questions for Discussion 156 • Suggested Activities 156  • References 157



PART TWO Overview of Assessment Areas
Chapter 8 Assessment of Intelligence and General Ability  158

Defining Intelligence  158
Theories of Intelligence 160
Spearman's Two-Factor Theory  161

 Thurstone’s Multifactor Theory  162

 Vernon's Hierarchical Model  163

 Catell-Horn GF-GC Theory  164
Guilford's Structure-of-Intellect Model  164

 Plaget's Theory of Cognitive Development  165

 Luria's Model  166
Sternberg's Triarchic Theory of Successful Intelligence  166
Gardner's Theory of Multiple Intelligences  167

 Carroll's Three-Stratum Model of Human Abilities  167

 Planning-Attention-Simultaneous-Successive Theory of Cognitive Processing  168
 Catell-Horn-Carroll Hierarchical Three-Stratum Model  168

Intelligence Tests  170
Ability, Intelligence, Achievement, and Aptitude  172
Individual Intelligence Tests  172

 Group Intelligence Tests 185

 Specialized Tests  187
Interviews and Observations  188
Issues in Assessing Intelligence  189
Summary 191 • Questions for Discussion 191 • Suggested Activities 191 • References 192
Chapter 9 Assessment of Achievement  195
Assessing Achievement   195
Standardized Achievement Tests   196

 Achievement Test Batteries  197

 Individual Achievement Tests  202

 Diagnostic Tests  205
Subject-Area Tests  210
Adult Achievement Tests 211
Other Types of Achievement Assessment Instruments  211

 Criterion-Referenced Tests and Minimum-Level Skills Tests  211

 State Achievement Tests 213
 National Assessment of Educational Progress  213
 Curriculum-Based Assessment and Curriculum-Based Measurement  214
 Performance Assessment   214
 Portfolio Assessment  215

Factors Affecting Student Achievement 215

Analysis of Class Profile   217
Summary 221 • Questions for Discussion 221 • Suggested Activities 222 • References 222
Chapter 10 Assessment of Aptitude 223
Aptitude Tests  223
Multiple-Aptitude Test Batteries  224

 Specialized Aptitude Tests  230

 Admissions Tests   235
Readiness Tests   239
Summary 240 • Questions for Discussion  240 • Suggested Activities   211 • References 211
Chapter 11 Career and Employment Assessment 243

Career Assessment  243
Interest Inventories  244

 Work Values Inventories  250

 Personality Inventories  252
Abilities and Skills Assessment  253
Career Development Inventories  256

 Combined Assessment Programs  257

 Interviews   257
Employment Assessment  258
Selection Interviews  258
Biographical Information   259
Tests  260
Job Analysis  262
Assessment Centers  265
Guidelines for Employee Selection  266
Trends In Employment Assessment  266
Summary 267 • Questions for Discussion 268 • Suggested Activities  268  • Reference 269
Chapter 12 Personality Assessment  271
Defining Personality  271
Traits, States, and Types  272
Personality Inventories  274
Approaches To Personality Inventory Development   274
Categories of Personality Inventories  276

 Structured Personality Inventories  276

 Projective Instruments and Techniques  285
Personality Inventories with a Positive Focus  294

 Response Styles  297
Summary 298 • Questions for Discussion 298 • Suggested Activities 299 • Reference 300

PART THREE Applications and Issues Related to Assessment
Chapter 13 Clinical Assessment 303
Fundamentals of Clinical Assessment  303
Political Issues in Diagnosis  304

 Determining a Diagnosis  304

 Dsm-5  305
Interviews in Clinical Assessment  308

 Mental Status Exam  310
Instruments Used in Clinical Assessment  311

 Suicide Risk Assessment 317
Observation and Clinical Assessment  319
Neuropsychological Assessment   326
Cultural Considerations in Clinical Assessment  329

Summary 329 • Questions for Discussion 330 • Suggested Activities 330 • References 330
Chapter 14 Assessment in Education 332
School Assessment Programs 333
Planning a School Assessment Program 333

 Instruments Used in School Assessment Programs  334
Assessment Activities of School Counselors  336

 Needs Assessments  337
 Assessing Specific Learning Disabilities 337

 Assessing Giftedness  340
 Consulting with Teachers  346

Environmental Assessment in the Schools  346
Competencies in Assessment and Evaluation for School Counselors    347
Assessment Issues in Education   348
Test Preparation and Performance  349
Coaching  350
Test-Wiseness  350
Test Anxiety  351
Summary 352 • Questions for Discussion  353 • Suggested Activities 353 • References 353
Chapter 15 Assessment Issues with Diverse Populations  356
Multicultural Assessment  357
Measurement  Bias  357
Multicultural Perspectives In Assessment  360
Acculturation  361
Strategies  361
Assessment Of Linguistically Diverse Individuals  361

Assessment of Individuals with  Disabilities   363

 Assessment of Individuals with Visual Impairment  365

 Assessment of Individuals with Hearing Impairment    366
Assessment of Individuals with Intellectual Disability  367

 Assessment of Individuals with Neuropsychological Impairment 369 Assessment of Individuals with Communication Disorders  369

 Assessment of Children with Disabilities  369
Standards for Assessment with Diverse Populations  372
Summary  372 • Questions for Discussion 373 • Suggested Activities 373 • References 373
Chapter 16 Communicating Assessment Results  375
Feedback Sessions  376
Group Feedback Sessions  378
Problem Areas 378
Feedback Sessions With Parents   381
Assessment Reports  383
Qualities of Well-Written  Reports  384
The Assessment Report Format  385
Communicating Assessment Results to Other Professionals  390

Communicating Assessment Results to the Public  390
Summary 392 • Questions for Discussion 392 • Suggested Activities 392 • References 393
Chapter 17 Ethical and legal Issues in Assessment  395

Professional Standards and Codes of Ethics  395
American Counseling Association Code of Ethics  396
AERA, APA, and NCME Standards For Educational and Psychological Testing 396
American Psychological Association Ethical Principles of Psychologists and Code of Conduct 398
Association For Assessment And Research in Counseling Responsibilities of Users of Standardized Tests, Third Edition  399
Joint Committee on Testing Practices Code Of Fair Testing Practices In Education  399
National Council On Measurement in Education Code of Professional Responsibilities in Educational Measurement  400
Ethical Issues in Assessment  400
Professional Training and Competence  400
Test-User Qualifications 402
Client Welfare Issues  404
Legal Issues in Assessment  404

Statutes and Regulations  405

Judicial Decisions  408
Summary 410 • Questions for Discussion 410 • Suggested Activities 410 • References 411


Appendix I Standards for Multicultural Assessment Fourth Revision, 2012 412

Appendix II Responsibilities of Users of Standardized Tests (RUST; 3rd ed.) 417

Name Index   422