Assessment in counseling chapter 5

Selection, Administration, Scoring, and Communicating Assessment Results Chapter Selection of Assessment Instruments/Strategies Determine what information is needed Analyze strategies for obtaining information Search assessment resources Evaluate assessment strategies Select an assessment instrument or strategy Determine Information Needed ∗ Identify: ∗ information needed for specific client ∗ general information clinicians in an organization need about clients ∗ Consider information that is already available Analyze Strategies for Obtaining Information ∗ 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 Search Assessment Resources ∗ 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Tests in Print Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business ∗ Directory of Unpublished Experimental Mental Measures Evaluate Assessment Strategies ∗ Consider: ∗ Test purpose ∗ Instrument development ∗ Appropriate selection of norming group or criterion ∗ Reliability ∗ Validity Evaluate Assessment Strategies (cont.) ∗ Bias ∗ Interpretation and scoring materials ∗ User qualifications ∗ Level A ∗ Level B ∗ Level C ∗ Practical issues Administering Assessment Instruments ∗ 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 Scoring ∗ 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 Authentic/Performance Assessments ∗ 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 Communicating Results ∗ 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 not (Goodyear, 1990) ∗ Tentative interpretations more helpful than absolute (Jones & Gelso, 1988) ∗ Clients prefer individual interpretation (Goodyear, 1990) Guidelines for 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 (cont.) ∗ 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 not leave confused or ill-informed about results ∗ Summarize results Communicating Results to Parents ∗ 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 Psychological Reports ∗ 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 (cont.) ∗ Common areas:         Identifying Information Reason for Referral Background Information Behavioral Observations Assessment Results and Interpretations Diagnostic Impressions & Summary Recommendations Signature [...]... 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 Communicating Results... 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...Communicating Results ∗ 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) Guidelines... 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 (cont.) ∗ Common areas:         Identifying Information Reason for Referral Background Information... 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 Psychological Reports ∗ Purpose: To disseminate assessment information to parents... jargon, careless mistakes, lack of detail Psychological Reports (cont.) ∗ Common areas:         Identifying Information Reason for Referral Background Information Behavioral Observations Assessment Results and Interpretations Diagnostic Impressions & Summary Recommendations Signature ... of Assessment Instruments/Strategies Determine what information is needed Analyze strategies for obtaining information Search assessment resources Evaluate assessment strategies Select an assessment. .. Use administration checklist, if helpful Scoring ∗ Hand-, computer-, or Internet-scored ∗ Some assessments can be self-scored ∗ Before using computer scoring, investigate integrity of scoring service... than certainties, tentative interpretations rather than absolutes ∗ Discuss results in context of other information ∗ Involve clients in interpretation ∗ Monitor client reactions during interpretation