Spring 2023 Use and Interpretation Syllabus

Department

Alabama A&M University

of Social Work, Psychology & Counseling Psychology & Counseling Program Spring 2023

COUN 558OL Assessment & Testing

AAMU Quality Enhancement Plan (QEP): “Enhancing Students’ Critical Thinking Skills” Critical thinking is analyzing, evaluating, and synthesizing information into logical conclusions.

Course Number COUN 558 01 OL (Asynchronous Online)

Credit Hours 3

Course Title Assessment and Testing CRN/Section 12181.202310

Class Times Virtual Class Location Virtual Prerequisites None Textbook

Required Texts: Cohen, J. (2022). Psychological testing and assessment: An introduction to tests and measurements (10th or 9th ed.). Thousand Oaks, McGraw-Hill. Any edition of this book is fine.

Optional: Standards for Educational and Psychological Testing http://www.apa.org/science/programs/testing/standards.aspx

Instructor Karen Ethridge, M.S., Ph.D. Office Virtual Office Hours Blackboard Collaborate virtual office hours and by special Appt. via Skype karen.ethridge2 Email Address karen.ethridge@aamu.edu

Telephone Number 256-372-4764

COURSE DESCRIPTION:

This course is the first required course in the sequence of assessment courses and is planned to provide a framework for the development of assessment practices. Attention will be given to issues of measurement, identifying appropriate sources of diagnostic information, reliability, validity, interpreting norm referenced and criterion-referenced test scores identifying and selecting test instruments and conducting the assessment process in an ethical and considerate manner.

STUDENT LEARNING OUTCOMES

Knowledge and Skill 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

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).

• Identify various forms of needs assessments for academic, career, and personal/social development (CACREP SC.G3).

• Assesses and interpret strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities (CACREP SC.H1).

• Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development (CACREP SC.H2).

• Analyze 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).

• Make appropriate referrals to school and/or community resources (CACREP SC.H4).

• Assesse barriers that impede students’ academic, career, and personal/social development (CACREP SC.H5).

Self-care and Wellness

Section 2.F.7 Assessment and Testing

Counselor educators teaching an assessment and testing course are charged with educating CITs on the meaning, preparation, use, and application of tests and assessments (Section 2.F.7). They are also tasked with ensuring CITs develop the knowledge and skills to utilize and interpret statistical concepts (CACREP 2015). The COVID-19 pandemic has expanded the use of telehealth and distance-counseling services, and counselor educators should address the use of assessments and screening tools (specifically related to trauma) delivered

in these modalities (Briere et al. 2020). Additionally, counselor educators should introduce CITs to extant self-care and wellness assessments and screening tools for themselves, as well as for future clients (i.e., Wellness Inventory [WI], Life Coping Inventory [LCI], Fivefactor WEL [5F-Wel]; Bart et al. 2018).

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 disabilities as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability 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

A student is permitted one (1) unexcused absence for each credit hour generated by the class. For example, two (2) absences are allowed in a two-hour class. If a student must be absent, the attendance documentation should be provided to the professor within two days of returning to class. Please note that if you leave early without permission, you are counted as “absent” for the day. If you have permission to leave, please sit near the door to exit quietly. If you missed material from class, you are responsible for getting it from a classmate.

TUTORIAL ASSISTANCE

Tutorial assistance for undergraduate courses can be obtained from the Tutorial Assistance Network (TAN), a subsidiary of the Office of Academic Support Services. TAN is located in Thomas Hall. The telephone number is 256-372-5487.

CLASSROOM ETIQUETTE

We are expected show the utmost respect for others’ thoughts, beliefs, feelings, etc., in class just as you would like others to do for you. Netiquette rules are posted in the course room.

ADDITIONAL COURSE POLICIES

1. Students who are absent will have 3 days from the time they return to the class to provide documentation of an approved absence if the student desires to make up work. All approved make-up work must be completed prior to the Final Exam. No exceptions.

GRADE DETERMINATION

Course Requirements

Maximum Points

Journal Article Reviews (5 @20 points each) 100

Online Discussions (8 @ 10 points each) 80

HW Skills/Practice Exercises (7 @ 10 points each) 70

Mid-Term 50

Instrument Critique Portfolio 100

Final Exam 50

Total Points 450 points

Grading Scale

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.

90-100 A= 90% 80-89 B = 80% 70-79 C= 70% 60-69 D= 60% <59 F

COURSE REQUIREMENTS AND EVALUATION

Modules open on Mondays and they close on Sundays @ 11:59 P.M. CST All Homework Assignments are Due on Blackboard by Sunday at 11:59 P.M. CST

Date Topic Assignments

Online Discussion HW Skills/Practice Journal Article Critique Mid Term Instrument Portfolio

Week 1 Course Introduction/Student and Instructor Introductions Blackboard Tutorial Obtain Textbook Syllabus Review Online Discussion Due

Week 2 Overview and History of Assessment Read Cohen Chapter 1 Online Discussion Due

Week 3 Basic Assessment Principles Wellness Assessment Read Cohen Chapter 2

Journal Article Critique Due (Wellness and Self-Care) Online Discussion Due

Week 4 Reliability Read Cohen Chapter 3 HW Skills/ Practice Statistics Refresher

Week 5 Validity and Item Analysis Read Cohen Chapter 4

Journal Article Critique Due Online Discussion Due

Week 6 Ethical and Legal Issues in Assessment Read Cohen Chapter 5 Directed Reading APA/AERA Standards for Educational/Psychological Testing HW Skills/ Practice Reliability Online Discussion Due

Week 7 Issues Related to Assessment with Diverse Populations Read Cohen Chapter 6 Validity

Journal Article Critique Due Online Discussion Due

Week 8 Selecting, Administering, Scoring, and Communicating Results

Read Cohen Chapter 7 Test Utility Mid Term

Week 9 Intelligence and General Ability Testing Read Cohen Chapter 9 Intelligence

Journal Article Critique Due HW Skills/Practice Spring Break

Week 11 Assessing Achievement and Aptitude: Applications for Counseling

Read Cohen Chapter 10

Directed Reading APA/AERA Standards for Educational/Psychological Testing HW Skills/ Practice Online Discussion Due

Week 12 Assessment in Career Counseling Read Cohen Chapter 11 Personality Assessment HW Skills/ Practice Career assessment assignment

Week 13 Appraisal of Personality Read Cohen Chapter 12 HW Skills/ Practice Personality Assessment Methods Journal Article Critique Due

Week 14 Behavioral Assessment Read Cohen Chapter 13 HW Skills/ Practice Center for Social Emotional Intelligence Assignment

Week 15 Assessment in Marriage and Family Counseling Read Cohen Chapter 14 Neuropsychological Assessment Online Discussion Due

Week 16 Final Exams Study for Final Exam Instrument Critique Portfolio Due

Note: Syllabus subject to reasonable revision. Professor reserves the right to modify requirements, syllabus and/ or grading procedures during the semester. Changes will be communicated via email and/or Blackboard.

Mid-Term Exams Feb. 27-Mar. 3 Spring Break Mar. 13-17

Comprehensive Exams Mar. 20

Last Day to Withdraw from Class or University March 20 Final Exams for Graduating Seniors Apr. 24-26

Graduating Senior Grades Due May 1

Final Exam for all other Students Apr. 28-May 4 Commencement May 5

Description of Assignments

(ALL Assignments must be completed. Students may not opt- out of ANY assignment) 1. HW Skills/Practice Assignments- Skills practice assignments are an opportunity for students to practice learning concepts. The majority of the assignments are taken in Blackboard, but some may be written quizzes and are all required activities. Assignments will consist of a variety of graded exercises such as interactive case studies, video analysis exercises and other inquiry driven and practice exercises. These activities are assigned during the course module and are only accessible during the assigned weekly module. Student may NOT return to previous modules to submit work.

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.).

3. 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 (13 in total). Categories:

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.

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 • 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

4. 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.

5. 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.

Selected References

Anastasi, A., & Urbina, S. (1997). Psychological testing (7th Ed.). Upper Saddle River, NJ: Merill-Prentice 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.