Chapter 9 assessment

Determine the Methods for Obtaining Information

Use a combination of formal and informal interviews, tests, and observations is recommended to obtain an in-depth evaluation of the client. Make sure you consider assessment methods that are best suited to the client. Select an appropriate setting and choose assessment methods that you are qualified to administer and interpret.

5. what can you minimize on scoring of factors?

anything that is irrelevant to the purpose of the assessment.

When administering an assessment, procedures for administering instruments include activities that take place.....

before administration,during admin.,and after admin.

2. How can you ensure the accuracy of the assessment results?

by conducting reasonable quality control procedures before, during and after scoring

how can you improve the reliability of a scoring rubrics?

by having at least two individuals score the instrument;if there is a discrepency, have a third person

how are performance assessments scored?

by using a scoring rubric

How can you make the process of evaluating and selecting assessment instruments easier to use?

by using an instrument evaluation form

what is one accurate way to reduce scoring errors?

by using computer scoring but errors till occur if data is inputted incorrectly

what are five things to do DURING administration?

distribute assessment instrument and materials in the specified manner administer instrument using specified instructions check time limits for the test record any critical incidents note an irregularities

Is translation of an assessment considered culturally sensitive?

No, because it must be standardized, normed, and validated on the new language population.

What is one important aspect of using an evaluation form?

it identifies weaknesses and strengths

What other types of information should the manual present?

it should provide aids in scoring such a scoring software, mail-in scoring services, or scoring keys or templates

what are some factors to consider before administering an assessment?

know all about the instrument by reviewing the manual, forms, answer sheets and other materials.

What do you call any fluctuation in scores that results form factors irrelevant to what is being measured?

measurement error

6. what should you inform users?

of any deviation in the planned scoring and reporting service or schedule and negotiate a solution with the users.

what are three major components of a scoring rubrics?

one or more dimensions or attributes on which performance is rated; verbal descriptions of performance that need to be displayed descriptors or examples that illustrate each dimension or attribute being measured; poor,fair, good or excellent a rating scale for each dimension; unsatisfactory, below satisfactory, satisfactory and exemplary

9. who should you release a summary result of the assessment?

only those persons entitled to such information by state or federal law or those designated by the party contracting for the scoring services.

what are five immediately before administration things to do?

organize test materials make and check seating arrangements check lighting and ventilation arrange clear and adequate working space organize materials and arrange for distribution

3. How do you establish competency on a new test?

perform trial or practice runs

During administering the test, what is one important guideline about standardized testing?

to follow the instructions verbatim, follow the stated sequence and timing

What is the best source of information about commercial tests?

Mental Measurements Yearbook; includes critics reviews

how does the manual help?

they should provide clear and detailed instructions about administration procedures.

What are some steps in selecting an assessment?

1. Identify the type of information needed. 2. Identify available information. 3. Determine the methods for obtaining information. 4. Search assessment resources. 5. Consider culture and diversity concerns. 6. Evaluate and select an assessment instrument or strategy.

this level does not require advanced training; it requires a bachelor's degree in a relevant subject;may be an attitude or career exploration test.

A-level

This level requires a Master's Degree; requires being a member of a professional organization; may be general Intelligence test or interest inventories

B-Level

what does the interindividual (normative) model examine?

this approach, examines differences on the same construct across test takers

This level requires a doctorate degree; requires being a member of a professional organization; or be under a direct supervision of a qualified professional in psychology or related field; includes intelligence tests, personality tests, projective measures

Level-C

Why do you identify available information?

This existing information often provides useful, relevant information about a client that may be used in the current assessment process.

What is the another source of information about commercial tests?

Tests in Print;but it does not contain reviews or psychometric information.

Tests Critiques and Tests, both published by Pro-Ed, Inc provides what?

a comprehensive listing of all tests available in the English language and descriptions of tests, but does not contain critical reviews or psychometric information; Test Critiques, designed to be a companion to Tests, contains a three-part description for each test that includes Introduction, Practical Application/Uses, and Technical Aspects.

what should you establish where feasible?

a fair and reasonable process for appeal and rescroring the assessment

what must a counselor obtain and document orally or in writing prior to the assessment?

a written consent

what are five problems that you may face during testing?

cheating, client asks a question not addressed in the manual,guessing,lack of effort, questions during testing, distractions

what are two major things to do AFTER administration?

collect materials in the specified manner follow directions for storing materials

what type of tasks must a counselor do after administration?

collect the test booklets, count both the booklets and answer sheets, arranging them faced up.

involves inputting test results or scanning an answer sheet into a software program where it generates test results;typically easier to perform, less time consuming, requires scorers with less training, and produces fewer scoring errors.

computer-scoring

7. What should you provide to the examinee or the client as quickly as practicable errors are found?

corrected score results

when interpreting assessment results, when an individual's score is measured against a specified standard or criterion, it is called:

criterion-referenced score interpretation

What practical issues should be considered for this instrument?

time required, ease of the following: administration,scoring,interpretation,format, readability, and cost

what is the best way to become familiar with an assessment instrument?

follow the procedures and actually take the test.

what are five pretesting procedures to be done?

get written consent review manuals and materials (highlight) read and practice the directions for administering the test schedule a room and facilities orient clients about the purpose of testing identify special tools needed

in order to relief some anxiety or nervousness the counselor must...

had established rapport with the examinee as it is easier when individually administering an instrument. however,it is harder in a group testing setting but the counselor should be warm,friendly and enthusiastic.

The least cost-effective or efficient way of scoring?

hand-scoring

problems in test administration are often the problem of...

inadequate preparation for test taking

1. When following the International Test Commission's guidelines, what should a tester provide to the user?

information that is complete and accurate such as reporting schedule, scoring process to be used, rationale formats, and fees.

scoring rubrics rely heavily on....

the subjective judgment of the individual scoring the assessment

What are some general purposes for needing the assessment?

screening, identification and diagnosis, intervention planning, and progress and outcome evaluation.

4. create __________- ___________ standards.

test-specific

What is important when considering the norm group?

that the norm group reflects the population from which the test is drawn.

What will make an appropriate assessment instrument in terms of culture and diversity concerns?

that you choose an assessment that is appropriate to the client, counselor and context

8. what should you protect always?

the confidentiality of information

What are some factors to consider when selecting an assessment instrument and strategies to use?

the purpose, test scores, validity, reliability

what does the criterion-reference score interpret?

the score is measured against the specified standard or criterion NOT on how the individual compares to others

What is considered the primary source of evaluative information?

the test manual but you must read published test reviews.

the claims and decisions that are made on the basis of assessment results are sound or appropriate is called

validity

what does the intra-individual (ipsative) model examine?

we compare the test taker's scores on various scales within the same test

What does the NBCC state about delivering prior to administering an assessment?

we must orient the client by explaining the purpose of the assessment, criteria used for selecting the assessment,conditions under which the instrument will be taken,range of skills or domains to be measured, and administrative procedures and concerns. types of questions on the instrument and an overview and type of scoring, method, and schedule for reporting results to the test taker

What is the first question when evaluating an assessment instrument?

what is the purpose of the instrument? who is the intended population?

When is the assessment considered biased?

when the results are based on variables such as gender, sex, race, ethnicity, etc