Chapter 5 Study Guide: Selection,Administration,Scoring,andCommunicatingAssessmentResults

Selection of an Assessment Instrument:

Determine what information is needed
o Identify client specific information
o Define the purpose for testing, the content and skills to be tested and the intended
test takers; select and used the most appropriate test based on a thorough review
of available information
o Remember that some information can be accessed in advanced
Analyze strategies for obtaining information
o Determine whether you want to use a formal or informal assessment
o Consider which assessment method would be best suited to a client (paper/pencil;
self-report; behavioral checklist; computer assessment)
o Consider professional limitations and the types of instruments they can ethically
administer and interpret
Search assessment resources
o Mental Measurements Yearbook
Published by Buros
18th edition is current edition
Accessed through the Buros website
o Tests in Print, Test Critiques
Also published by Buros
Useful for identifying tests by content area
o Directory of Unpublished Experimental Mental Measures
Identifies and describes noncommercial and more experimental measures in
the fields of psychology, sociology, and education
o Electronic assessment resources
Evaluating the Assessment Instrument:
First step is determining if and instruments purpose corresponds to the counselors needs;
an instrument is worthwhile only if it provides pertinent information that is needed in the
counseling process
Development:
o Scrutinize the procedures that instrument developers used in constructing the
instrument
o Look at theoretical/empirical base that influenced the overall development
Selection of norming group or criterion:
o Norm-referenced: an analysis of the makeup of the norming group is critical;
counselors must determine if the norming group is appropriate for their clients
(looking at racial or ethnic makeup, for example)
o Criterion-referenced: analyzing the procedures that developers used to determine
the criterion
Criterion referenced instruments measure whether an individual has attained
a certain level or standard
Manuals should supply sufficient documentation to convince the reader that
the determination of the criterion was based on suitable information and
careful analysis
Reliability:
o No clear guidelines in determining what constitutes acceptable reliability
o The type of instrument affects how the reliability coefficients are evaluated
o Example: lower coefficients with preschoolers than with adults; younger participants
Validity:
o Manuals should include ample evidence that the instrument is valid for the desired
purpose

Bias:
o If a manual recommends that an instrument not be used with certain clients,
alternate assessment strategies should be explored
Interpreting and scoring materials:
o Consider how you are going to use information in counseling and what would bet he
most effective way to share the information with the client
o Handouts should never replace the counselor explaining results
User
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qualifications:
Counselors need to consider their own competencies and training
You cant utilize an assessment that you dont know how to interpret
ABC levels of competency
Ethical implicationsyou are breaking the code of ethics by inadequately
interpreting results (malpractice)
Practical issues:
o Cost of instrument
o Time and investmentdoes a client want to take a four hour-long assessment?
Probably not if there is something better out there for them.
Administering Assessment Instruments:
Read administration materials before the time of administration; for example, the
assessment may require that a room be arranged a certain way; or a specific registration
process
Attend to time limits, methods for administering items and gathering responses; be
familiar with testing materials!
Know the boundaries of what is acceptable
o For example, consider the rapport that the administrator needs to have with the
examinees
o Consistencyallowing some students to use calculators vs. not; everyone needs to
be able to use them!
o Use a checklist, if helpful, to remain organized!
Scoring:
Many instruments are scored either by hand, computer, or over the internet
Some instruments can be self-scored
Computer scoring in the most accurate; however it is important to investigate the
integrity of the service and steps used to develop the program
Computers are not biased; however computer scoring is not always error free because the
programs were created by humans
Some organizations can skimp on staff training on an assessment device or they allow
assessments to be conducted without appropriate professional oversight
Performance assessment and authentic assessment
o Both are typically associated with testing that goes beyond paper and pencil tests
to assessment and more closely approximates the skill being measured
o Authentic assessments involve the performance of real or authentic applications
rather than proxies or estimators of actual learning
o Performance assessments are rooted in organizational psychology; multiple choice
items are typically avoided and open-ended tasks are evaluated
Scoring is enhanced if:
o The assessment has a specific focus
o Scoring plan is based on qualities that an be directly observed
o Scoring is designed to reflect the intended target
o Setting for the assessment is appropriate
o Checklists or rating scales are used by observers
o Scoring procedures have been field-tested before they are used

o Predetermined instructions =scoring rubric

Communicating Results:
Reporting of results should be directly connected to the focus of counseling
Communication of the results should be done in an accurate way so clients do not
misinterpret results
Counselors need to be able to focus on the clients questioning and reactions while
communicating results
Little research exists related to how practitioners can best communicate results to clients
Tips for communicating results:
o Know information in the manual
o Prepare client to receive feedback and involve them in the interpretation; encourage
questions
o Use effective, general counseling skills
o Use descriptive terms, when possible and summarize at the end!
o Discuss results in context of other information
o Know the information on the test and be able to explain difficult concepts
o Clients must understand limits of a test; they are not infallible predictions; standard
error of measure can help emphasize that results are not absolute
o Understand the a client may react emotionally/irrationally to results and they may
not even accept their results
Enhancing acceptance:
Involve clients in decision making
Establish rapport; have several session prior to build understanding an
acceptance
Spend time interpreting results into language that clients can
understand
Show validity of the information for a decision to be made; focus on
test rather than client
Accept the test takers right to argue with the test implications
Be genuine
o Be sure that the client understand the interpretation
Standards for Reporting Test Results:
Code of ethics:
o Applicants should be informed of their performance
o Test information needs to be expressed in understandable language
Reporting results (methods)
o Individual sessions: clients prefer to receive results individually
o Group session: related to cost; groups for interpretive information and individual for
specific results; filmstrips, tapes, videos, videotapes
o Written reports: self-explanatory, but lacks personal communication; may be
unethical if not provided
o Interactive reports: computerized guidance information systems; clients are freer in
responding to a computer than to a counselor and usually rate computer
assessments positively
o Video approaches: video and computer; can key individualized reports back to
clients providing an audio and visual presentation
Flat profiles: some individuals may not have highs or lows; discuss the individuals
strengths and what they can do acceptably
Motivation and attitude: results are more significant to clients who are motivated to take a
test and who have a positive attitude toward the value of the data; can aid clients in
developing more realistic expectations about themselves and can be valuable in decision
making
Communicating Results to the Public:

Treat public with respect

Use visual aids
Results should be presented as simple as possible
Include a general description of the tests, uses of the test results, types of skills and
competencies measured, factors that may have influenced results
Skills and competencies measured
Psychological Reports:
An assessment communicated in written form (usually after a battery of tests have been
conducted)
Counselors must evaluate quality of a report before implementing interventions based on
its content
Should be carefully crafted with attention to detail
Be alert for errors, use of vague jargon and careless mistakes
Common areas:
o Identifying information: name, age, date of birth, etc.
o Reason for referral: broadens focus; name and position of the referral source
(teacher, doctor, etc.)
o Background information: provides context in which to interpret assessment results;
sufficient detail of the clients past to be provided; educational history, current
family situation, current work situation for adults
Behavioral observations: describe what is observed during the assessment process;
brief description of physical appearance, client comments and reactions to the
process, responses to different assessment activities, unusual mannerisms and
behaviors, variations in activities and change in voice tone and facial expressions
o Results and interpretations: assessment findings, meaning of the results and clinical
impressions; include sufficient detail so that a reader that is unfamiliar with the
assessment can understand the meaning of the results; names of instruments and
descriptions of scores and scales; tables; exploration of clients strengths and
limitations; rarely give declarative statements; avoid Barnum Effect the observation
that individuals will give high accuracy ratings to descriptions of their personality that
supposedly are tailored specifically for them, but are in fact vague and general enough
to apply to a wide range of people (like what psychics do!)
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