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Selection, Administration,
Scoring, and Communicating
Assessment ResultsChapter 5
1. Determine what information is needed
2. Analyze strategies for obtaining information
3. Search assessment resources
4. Evaluate assessment strategies
5. Select an assessment instrument or
strategy
Selection of Assessment Instruments/Strategies
Identify: information needed for specific client general information clinicians in an
organization need about clients
Consider information that is already available
Determine Information Needed
Formal or informal techniques
Consider which assessment method would be best suited to client(s)
Consider professional limitations & which instruments counselor can ethically administer and interpret
Analyze Strategies for Obtaining Information
Resources: Mental Measurements Yearbook Educational Testing Service (ETS) Test Link Tests in Print Tests: A Comprehensive Reference for
Assessments in Psychology, Education, and Business
Directory of Unpublished Experimental Mental Measures
Search Assessment Resources
Consider:
Test purpose
Instrument development
Appropriate selection of norming group or criterion
Reliability
Validity
Evaluate Assessment Strategies
Bias
Interpretation and scoring materials
User qualifications Level A Level B Level C
Practical issues
Evaluate Assessment Strategies (cont.)
Read administration materials ahead of time Know precise instructions for administration
Attend to time limits, be familiar with testing materials/equipment
Know boundaries of what is acceptable
Use administration checklist, if helpful
Administering Assessment Instruments
Hand-, computer-, or Internet-scored Some assessments can be self-scored
Before using computer scoring, investigate integrity of scoring service and steps used to develop program
Some assessments require clinician judgment as part of scoring
Scoring
Involve performance of “real,” authentic applications, rather than proxies
Objectivity in scoring is more difficult to achieve Scoring is enhanced if:
Assessment has specific focus Scoring plan is based on qualities that can be directly
observed Scoring is designed to reflect intended target The setting for assessment is appropriate Observers use checklists or rating scales Scoring procedures have been field-tested before use
Oosterhof, 2000
Scoring Authentic/Performance Assessments
Often one of the most important parts of assessment process
Surprisingly, little research related to communication of results
Clients who receive test interpretation experience greater gains than those who do not (Goodyear, 1990)
Tentative interpretations more helpful than absolute (Jones & Gelso, 1988)
Clients prefer individual interpretation (Goodyear, 1990)
Communicating Results
Some tips: Know information in manual (especially validity
information) “Optimize” the power of the test Use effective general counseling skills Develop multiple methods of explaining results Use visual aids to explain technical terms Use descriptive terms rather than numerical scores Provide range of scores and rationale for
assessment
Guidelines for Communicating Results
Some tips: Use probabilities rather than certainties, tentative
interpretations rather than absolutes Discuss results in context of other information Involve clients in interpretation Monitor client reactions during interpretation Encourage client to ask questions Discuss limitations of assessment in non-technical terms Ensure do not leave confused or ill-informed about
results Summarize results
Guidelines for Communicating Results
(cont.)
Be prepared to answer questions and explain results Results may need to be discussed more than once
Counselor should understand testing used and symptoms of child’s disorder (if applicable)
Help parents adjust to diagnosis Be prepared to use a variety of techniques Focus on active, coping approach Acknowledge parents’ emotions
Communicating Results to Parents
Purpose: To disseminate assessment information to parents or other professionals
Evaluate quality of reports before implementing suggested interventions
Expect a comprehensive overview of client and interpretation of results in contextual manner
Should be carefully crafted with attention to detail
Be alert for typographical errors, use of vague jargon, careless mistakes, lack of detail
Psychological Reports
Common areas:
Identifying Information Reason for Referral Background Information Behavioral Observations Assessment Results and Interpretations Diagnostic Impressions & Summary Recommendations Signature
Psychological Reports (cont.)