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Chapter 1Chapter 1Historical and Historical and Philosophical Philosophical Foundations of Foundations of AssessmentAssessment
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
The Value of TestingThe Value of Testing
Helps in deciding the placement and selection of individuals in business, industry, education
Helps predict success in educational programs or job experiences
Provides descriptive and diagnostic information
Provides a picture of growth or change over time
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Purpose of the Assessment ProcessPurpose of the Assessment Process
To obtain information about the client’s presenting problem
To make an accurate diagnosis To determine the client’s goals for counseling To gather information to aid in the development of a
treatment plan To gather information to aid in the development of an
educational plan To gather baseline data to measure the client’s progress
in counseling To determine a client’s suitability for a certain treatment
program or modality To assess the effectiveness of an education/counseling
program To carry out research studies
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Standardized vs. Nonstandardized TestsStandardized vs. Nonstandardized Tests
Standardized tests: have specific directions for administration, specific
instructions for the test taker, and specific scoring procedures
have generally proven reliability, or consistency, of scores and validity, the ability of the test to measure what it is designed to measure
examples: achievement tests, aptitude tests, intelligence tests, personality inventories, and interest inventories
Nonstandardized tests: informally constructed tests without proven reliability or
validity examples: interviews, observation, questionnaires, and
second-hand information
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Competencies Required of Test Competencies Required of Test UsersUsers
Understand basic measurement concepts (reliability, validity, norms)
Understand and evaluate test manuals and reports Follow procedures for administering, scoring, and
interpreting tests Identify and locate sources of test information Understand the meaning of test scores Explain test results to test takers Know the legal and ethical guidelines related to
testing Present test results in written form Understand technology in testing
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
History of TestingHistory of Testing
1900 to 1940s: Jung Binet Thorndike 1914: Stern introduces the IQ, or intelligence quotient, the
mental age divided by chronological age. Stanford-Binet Intelligence Test 1927: Strong Interest Inventory Rorschach Ink Blot Test Murray's Thematic Apperception Test Bender Gestalt Test Piaget's Origins of Intelligence Buros’s First Mental Measurements Yearbook
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1940s:
1942 Minnesota Multiphasic Personality Inventory
1949 Wechsler Intelligence Scale for Children Armed services use of screening recruits
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1950s to 1980:
Standards for Educational and Psychological Testing
Bloom’s Taxonomy of Educational Objectives Cattell’s theory of fluid and crystallized
intelligence Use of computers in testing
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
1980s to 2000: revised editions of many tests examples: MMPI, Wechsler
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
Today: High-stakes testing Demonstration of competencies Multiple-choice tests replaced by authentic and
performance assessment Increased emphasis on testing in K-12 education Accountability for school and mental health
counseling programs
Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.