STUDENT LEARNING OUTCOMES
Knowledge and Skills Outcomes: Upon successful completion of this course students will:
1. Understand historical perspectives concerning the nature and meaning of assessment (CACREP II.G.7.a).
2. Know basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations (CACREP II.G.7.b).
3. Understand statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations (CACREP II.G.7.c).
4. Understand reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information) (CACREP II.G.7.d).
5. Understand validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity) (CACREP II.G.7.e).
6. Understand social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations (CACREP II.G.7.f).
7. Understand ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling (CACREP II.G.7.g).
8. Understand the importance of research in advancing the counseling profession (CACREP II.G.8.a).
9. Understand statistical methods used in conducting research and program evaluation (CACREP II.G.8.c).
Specific to School Counseling
1. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs (CACREP SC. G2).
2. Identifies various forms of needs assessments for academic, career, and personal/social development (CACREP SC. G3).
3. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities (CACREP SC.H1).
4. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development (CACREP SC.H2).
5. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs (CACREP SC.H3).
6. Makes appropriate referrals to school and/or community resources (CACREP SC.H4).
7. Assesses barriers that impede students’ academic, career, and personal/social development (CACREP SC.H5).
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CLASS FORMAT
Learning experiences will include: online lectures, reading, cooperative learning group processing, modeling/demonstrations, problem-solving scenarios, resource experts and class discussion. Online lectures are meant to refine the concepts in the text, not simply repeat text content. Course materials: Course readings come from several different sources: Required books, online readings, and test manuals. Online readings will be made available to you via Blackboard, email, or in class.
SERVICES FOR STUDENTS WITH DISABILITIES
The University provides environmental and programmatic access for persons with documented disabilitiesasdefinedinSection504oftheRehabilitationActof1973andtheAmericanswithDisability Act of 1990. Any student who desires information or assistance in arranging needed services for a disabling condition should contact the Director of Special Students Services, Ms. Sanoya Williams by email at sanoya.williams@aamu.edu or by telephone at 256-372-4263.
ATTENDANCE POLICY
This is a 100% online course which means all examinations, homework, videos, and all class material will be given on the Blackboard system. You must have a blackboard account and have your A&M email account active. You must read the announcements daily to stay alert to any changes in the course.
Failure to participate in the weekly discussion boards and assignments is the equivalent of missing a week’s worth of a face-to-face class.
TUTORIAL ASSISTANCE
Tutorial assistance for graduate courses can be found at the following link: https://www.aamu.edu/admissions-aid/graduate-admissions/graduate-student-success-center.html. The number is (256) 372-5686
CLASSROOM ETIQUETTE
Technical Requirements
Minimum Student Technical Skills
You should be able to: Navigate and use blackboard. Understand basic computer usage, including keyboard, mouse, CD drive, and printer. Access the Internet via DSL, cable modem, or a network interface.
Use the computer operating system (Windows/Mac OS) to: Create folders, find, copy, move, rename, and delete files, launch, run, and switch between software applications.
Use a web browser to: Open, print, and/or save web pages to a local or removable storage drive. Open and save Adobe Acrobat files (PDF files). Use a search engine's basic features to: Use email to: Send, receive, store, and retrieve messages. Send, receive, and open file attachments.
System Requirements
This course requires a high-speed Internet connection and the following free multimedia plug-ins:
•Adobe Reader
•Flash Player
•PowerPoint Viewer
•QuickTime, RealPlayer, or Windows Media Player
You must have speakers installed and working properly on your computer before beginning the course.
Connectivity
As an online student, you are expected to maintain an active and persistent connection and presence in this class. Saying that your computer is not working is not an acceptable excuse, nor is not submitting an assignment due to computer software related issues. You must have a back-up plan if you plan on
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taking an online course. Failure to stay connected and engaged in the class will lead to unsuccessful attempt at passing this class.
In addition, your instructor is your instructor. He or she is not an IT Specialist. Thus, you will need to work with AAMU as much as possible to resolve computer issues or your computer company for more robust computer issues. Again, you must have a back-up plan in place when taking an online course.
Best Ways to Troubleshoot
1. Make sure you have downloaded all the software required in this course as outlined under the START HERE button.
2. If you are having trouble with one of the Web 2.0 products in the course (i.e., Blackboard Collaborate), trouble shoot using their site.
3. If you are having trouble with Internet Explorer, try another Web Browser like Microsoft Edge or Google Chrome.
4. Use a different computer.
5. If you do not have a different computer, use AAMU’s library computer or a local library computer.
6. Use a friend’s computer or family computer.
ADDITIONAL COURSE POLICIES
ONLINE PARTICIPATION REQUIREMENTS
You are expected to maintain a high level of presence in the class (3 out of 7 days per week unless there is no scheduled discussion board). Not engaging and only "popping" in at the end of the week will not work. Just keep in mind that while you have flexibility within this course, that does not mean you do not have responsibilities (as to your presence in the course). Hence, you are expected to check email daily; read all announcements and assignments; participate in discussion board; ask questions; engage in the Chat Room; and post all assignments by the required due dates. Failure to stay abreast of assignment deadlines and announcements can and often does lead to an unsuccessful course attempt. NOTE: Some discussions are limited based on the directions. Be sure to always read the specifics of each discussion board and check for participation requirements.
Plan Ahead
You have full access to all course assignments from the very beginning of this course. So, take some time to view the assignments and plan and work ahead if you can. Although we do not allow students to post in the discussion board forums early (before the start of the unit), there is nothing to prevent you from working ahead and storing the discussion board responses on your computer (to post at a later date).
In addition, make sure you plan out time for the course. This course will require hours of your time per week, not minutes of your time. You will need ample time to read, respond to discussion questions, participate in the discussion board and complete both written and multimedia presentations. All take time. Stating to your instructor that you just too many obligations to complete the work is not acceptable. If you are enrolled, then you are expected to prioritize the class and complete all work on time.
Late Work
Assignment Deadlines: We have 8 (Weeks) in this class. You have one week to complete each week’s work. Each online week runs for 7 days. The week begins every Sunday (at midnight) and ends on the following Sunday at 11:59 p.m. All work, then, must be submitted no later than each Sunday (night) by 11:59 p.m.
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Late Work: LATE WORK IS NOT ACCEPTED. If there are unforeseen circumstances you must email the instructor as soon as possible otherwise you will receive the grade of “0” for that assignment.
Discussion Board Make-up: Discussions Board activity cannot be made up since it is dependent on interaction with other students and is a core component to taking an online course.
Document formats: The only acceptable formats for turning in work are Microsoft Word, Microsoft Power Point, or a Portable Document Format (pdf). No Google Forms or any other format.
Note to Students: Post all questions related to your Syllabus in the Q&A Chatroom. Failure to post any questions provides the institution with the understanding that you understand and support the full contents of this syllabus.
A ≥ 90 Defined as consistently excellent performance which distinguishes the individual as being hard-working and highly motivated to succeed.
B 80 - 89 Defined as above average performance, occasionally submitting work of superior quality distinguishing the individual as being of high caliber.
C 70 - 79 Defined as average performance with little or no distinction.
D 60 -69 Defined as below average performance.
F < 60 Defined as unacceptable performance in relation to standards.
Description of Assignments
(ALL Assignments must be completed. Students may not opt- out of ANY assignment)
1. Online Discussions- Discussions are designed to provide meaningful participation in topics related to the weekly material. You are expected to post your original thoughts and then provide two follow up posts to two different classmates.
2. Journal Article Review- You will review five (5) assessment-related journal articles. You must select five (5) assessment-related journal articles that appear in professional journals. Articles from "popular press" magazines (e.g., Psychology Today, Cosmopolitan, Reader's Digest) are not acceptable. Neither are short, abridged articles such as those in Psych Abstracts. Each review will include a 2-3 paragraph summary of the literature review in the article, a 1-2 paragraph summary of the methods (if research-based article) or a 1-2 paragraph summary of the authors' model, theory, ideas, etc. Finally, conclude your review with a paragraph in which you detail your thoughts regarding what you have read. Be sure to include the reference to the article, formatted according to the publication manual of the American Psychological Association (6th ed.).
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GRADE DETERMINATION Course Requirements Maximum Points Online Discussions 50 Journal Article Critiques (5 @ 10 points each) 50 Standardized Instrument Fact Sheet/Critique -Midterm 50 Instrument Critique Portfolio 100 Final 50 Total Points 300
Grading Scale
90-100 A= 90% 80-89 B = 80% 70-79 C= 70% 60-69 D= 60% <59 F
3. Standardized Instrument Fact Sheet and Critique Mid Term
The purpose of this assignment is to give you experience in evaluating assessment instruments. Students will be assigned an assessment category (e.g., achievement, aptitude, career) and will locate an instrument in that category. You may NOT duplicate instruments with anyone else in the class (even between assessment categories.) The fact sheet should include the following information: instrument name, purpose(s), target population, reliability, validity, norms, diverse population information, cost, format(s), administration time, and administrator qualifications. In addition, you should provide the APA citations. Finally, your fact sheet should include a summary (bullet point format is acceptable) of your evaluation of the advantages and disadvantages of this instrument and identify how the instrument can be used in school and college settings.
4. Instrument Critique Portfolio
The purpose of this assignment is to give you experience in evaluating assessment instruments. Locating an appropriate instrument is an important part of the assessment process. Submit a written review of one test per category (10 in total).
Categories:
1. personality
2. academic development
3. intelligence
4. social development
5. types of psychological diagnoses
6. substance use disorder
7. intake psychological screening
8. process addiction screening
9. skills inventory
10. career readiness
Sources for information should include the Mental Measurement Yearbook, Tests in Print, or the official test manual from the assessment’s publisher. Be sure to appropriately cite sources and to include quotation marks for direct quotes. The test review should be reported to include all the following information. You can use outline form if you choose.
• Test name
• Test author
• Publication
o Publisher
o Date of initial publication and most recent revision
o Current total cost of examination
o Individual costs of examination (booklets, answer sheets, manuals, etc.)
• Test description
o Item types
o Available forms
o Age groups
• Test/scale development
o Development history
o Version changes
• Test use
o Purpose
o Target population and groups for which the test is not applicable
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• Administration details
o Time required
o Training required
o Standardization procedure and administration format (e.g., large group, small group, individual,
o quiet environment, lighting, spacing, etc.)
o Special materials needed
o Other administrative details
• Scoring procedures
• Normative data
o Initial norming group
o Subsequent norming groups
• Reliability
o Test-retest
o Alternate form
o Internal consistency
o Reviewer’s comments on reliability
• Validity
o Content, concurrent, predictive, and/or construct validity
o Reviewer’s comments on validity
• General evaluation
o Special merits and strengths of the test
o Criticisms and limitations of the test
o Reviewer’s recommendation
o Personal recommendation – do you think you would use this test in your future work? Why or why not? This can be written using “I think” statements.
• References
5. Multiple Exams (Mid-Term and Final)
Multiple choice exams items will be drawn from lectures, text, and assigned readings. Objective items are constructed to address all levels of Bloom’s taxonomy. Thus, you will often encounter items for which responses are not readily found directly in the text or lessons. Instead, discerning the correct response will require you to have an in-depth understanding of the concepts upon which the item is based.
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COURSE REQUIREMENTS AND EVALUATION
Modules open on Sundays at Midnight CST and close on Sundays @ 11:59 P.M. CST All Homework Assignment are Due on Blackboard by Sunday at 11:59 P.M. CST
Date Topic Assignments
Week 1
Course Introduction/Student and Instructor
Introductions
Week 2
Week 3
Blackboard Tutorial
Obtain Textbook
Syllabus Review
An Overview of Psychological Testing
Psychological Testing and Assessment/Historical, Cultural, and Legal/Ethical Considerations
Read Cohen Chapter 1 and Chapter 2
Online Discussion
The Science of Psychological Measurement
Statistics Refresher/Tests and Testing
Week 4 Reliability and Validity
Week 5 Test Utility/Test Development
Read Cohen Chapter 3 and Chapter 4
Online Discussion
Journal Article Critique #1
Read Cohen Chapter 5 and Chapter 6
Standardized Instrument Fact Sheet and Critique
Read Cohen Chapter 7 and 8
Online Discussion
Journal Article Critique #2
The Assessment of Intelligence
Week 6
Intelligence Measures
Assessment in Education
Read Cohen Chapter 9 and 10
Directed Reading APA/AERA Standards for Educational/Psychological Testing
Online Discussion
Journal Article Critique #3
Testing and Assessment in Action
Week 7
Clinical and Counseling Assessment
Read Cohen Chapter 13
Online Discussion
Journal Article Critique #4
Week 8
Assessment, Careers, and Business
Read Cohen Chapter 15
Journal Article Critique #5
Instrument Portfolio Due
Final Exam
Note: Syllabus subject to reasonable revision. Professor reserves the right to modify requirements, syllabus and/ or grading procedures during the course of the semester. Changes will be communicated via email and/or Blackboard.
June 12-16
Comprehensive Exams
July 18 Last Day to Withdraw from a Class or the University
July 19-20
Final Exams
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APPENDIX 1
Standardized Instrument Fact Sheet and Critique Format
The outline below should be utilized as the format for your review/critique
I. General Information
A. Instrument Name
B. Authors of the Instrument:
C. History of the Instrument:
D. Forms, groups to which applicable:
E. Time Required for Administration:
F. Cost:
G. Publisher:
II. Practical Evaluation
A. Features of Assessment Materials: B. Ease of Administration:
B. Scoring Procedures:
C. Qualifications for Administrators: E. Use in Counseling:
III. Technical Evaluation:
A. Norms:
B. Validity and Reliability
C. Generalizability
IV. Application of Instrument
A. Major Strengths and Limitations of the Assessment
B. Multicultural Considerations of Instrument
C. Recommendations for Use
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Selected References
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th Ed.). Upper Saddle River, NJ: MerillPrentice Hall.
Cohen, R. J., & Swerdik, M. E. (2012). Psychological testing and assessment: An introduction to tests and measurement (8th ed.). New York, NY: McGraw-Hill.
Hood, A. B., & Johnson, R. W. (2007). Assessment in counseling: A guide to the use of psychological assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.
Kapes, J. T., Mastie, M. M., & Whitfield, E. A. (1994). A counselor’s guide to career assessment instruments (3rd Ed.).
Alexandria, VA: National Career Development Association.
Murphy, L.L., Plake, B.S., Impara, J.C., & Spies, R.A. (Eds.). (2002). Tests In Print VI. Lincoln: University of Nebraska Press.
Neukrug, E. S. & Fawcett, R. C. (2006). Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists. United States: Thompson Brooks/Cole.
Prediger, D. (Ed.). (1993). Multicultural assessment standards: A compilation for counselors. The Association for Assessment in Counseling: Alexandria, VA.
Super, D. E. (1991). Career-development, assessment and counseling: The C-DAC model. Palo Alto, CA: Consulting Psychologists Press.
Spies, R.A & Plake, B. S. (Eds.). (2005). The sixteenth mental measurement yearbook. Lincoln: University of Nebraska Press.
Walsh, W. B., & Betz. N. E. (2000). Tests and assessment (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Zunker, V. G., & Norris, D. S. (1998). Using assessment results for career development (5th Ed.). Pacific Grove, CA: Brooks/Cole.
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