Essentials of Testing and Assessment A Practical Guide for Counselors, Social Workers, and Psychologists

by Neukrug, Edward S.; Fawcett, R. Charles

• ISBN13: 9780534633202
• ISBN10: 053463320X
• Edition: 1st
• Format: Paperback
• Copyright: 2005-08-09
• Publisher: Brooks Cole

Summary

INTRODUCTION TO SECTION I: HISTORY AND CURRENT PROFESSIONAL ISSUES. 1. History Of Testing And Assessment. 2. Ethical, Legal, And Professional Issues In Assessment. INTRODUCTION TO SECTION II: TEST WORTHINESS AND TEST STATISTICS. 3. Test Worthiness: Validity, Reliability, Practicality, And Cross-Cultural Fairness. 4. Statistical Concepts: Making Meaning Out Of Raw Scores Raw Scores. 5. Deriving Meaning From Test Scores. INTRODUCTION TO SECTION III: COMMONLY USED ASSESSMENT TECHNIQUES. 6. Educational Assessment Of Ability: Survey Battery, Diagnostic, Readiness, And Cognitive Ability Tests. 7. Assessment of Intelligence. 8. Career And Occupational Assessment: Interest Inventories, Special Aptitude And Multiple Aptitude Tests. 9. Clinical Assessment: Objective And Projective Personality Tests, Defining Clinical Assessment. 10. Informal Assessment: Observation, Rating Scales, Classification Methods, and Records and Personal Documents. INTRODUCTION TO SECTION IV: DIAGNOSIS AND WRITING THE ASSESSMENT REPORT. 11. Diagnosis In The Assessment Process Importance Of A Diagnosis. 12. The Assessment Report Process: The Interview, Assessment Techniques, Environmental Assessment, The Report. References. Appendices.

Table of Contents

Preface	xv
SECTION ONE History and Current Professional Issues	1	(40)
History of Testing and Assessment	3	(16)
Distinguishing Between Testing and Assessment	3	(2)
The History of Assessment	5	(9)
Ancient History	5	(1)
Precursors to Modern-Day Test Development	5	(1)
The Emergence of Ability Tests (Testing in the Cognitive Domain)	6	(5)
The Emergence of Personality Tests (Testing in the Affective Realm)	11	(2)
The Emergence of Informal Assessment Procedures	13	(1)
Modern-Day Use of Assessment Procedures	13	(1)
Questions to Consider When Assessing Individuals	14	(2)
Summary	16	(1)
Chapter Review	17	(2)
Ethical, Legal, and Professional Issues in Assessment	19	(22)
Ethical Issues in Assessment	20	(10)
Ethical Codes	20	(6)
Standards for Responsible Testing Practices	26	(4)
Making Ethical Decisions	30	(1)
Legal Issues in Assessment	30	(4)
Americans with Disabilities Act (PL 101-336)	31	(1)
The Buckley Amendment (FERPA)	31	(1)
Carl Perkins Act (PL 98-524)	31	(1)
Civil Rights Acts (1964 and Amendments)	32	(1)
The Freedom of Information Act	32	(1)
The Health Insurance Portability and Accountability Act (HIPAA)	32	(1)
Individuals with Disabilities Education Improvement Act (Expansion of PL 94-142)	32	(1)
Privileged Communication	33	(1)
Section 504 of the Rehabilitation Act	33	(1)
Professional Issues	34	(3)
Professional Associations	34	(1)
Accreditation Standards of Professional Associations	35	(1)
Testing as a Holistic Process	35	(1)
Using Tests Wisely: The Marriage Between Counseling and Assessment	36	(1)
Cross-Cultural Issues in Assessment	37	(1)
Summary	37	(2)
Chapter Review	39	(2)
SECTION TWO Test Worthiness and Test Statistics	41	(62)
Test Worthiness: Validity, Reliability, Practicality, and Cross-Cultural Fairness	43	(22)
Correlation Coefficient	44	(2)
Coefficient of Determination (Shared Variance)	45	(1)
Validity	46	(6)
Content Validity	47	(1)
Criterion-Related Validity	48	(1)
Construct Validity	49	(2)
Convergence with Other Instruments (Convergent Validity)	51	(1)
Discrimination with Other Measures (Discriminant Validity)	51	(1)
Reliability	52	(4)
Test-Retest Reliability	53	(1)
Alternate, Parallel, or Equivalent Forms Reliability	54	(1)
Internal Consistency	54	(2)
Visual Representation of Types of Reliability	56	(1)
Cross-Cultural Fairness	56	(2)
Practicality	58	(2)
Time	59	(1)
Cost	59	(1)
Format	59	(1)
Readability	59	(1)
Ease of Administration, Scoring, and Interpretation	60	(1)
Selecting and Administering a Good Test	60	(3)
Step 1: Determine the Goals of Your Client	60	(1)
Step 2: Choose Instruments to Reach Client Goals	60	(1)
Step 3: Access Information About Possible Instruments	61	(1)
Step 4: Examine Validity, Reliability, Cross-Cultural Fairness, and Practicality of the Possible Instruments	62	(1)
Step 5: Choose an Instrument Wisely	62	(1)
Summary	63	(1)
Chapter Review	64	(1)
Statistical Concepts: Making Meaning Out of Raw Scores	65	(16)
Raw Scores	66	(1)
Frequency Distributions	67	(1)
Histograms and Frequency Polygons	67	(3)
Normal Curves and Skewed Curves	70	(2)
The Normal Curve	70	(1)
Skewed Curves	71	(1)
Measures of Central Tendency	72	(2)
Mean	72	(1)
Median	72	(1)
Mode	73	(1)
Measures of Variability	74	(4)
Range	74	(1)
Interquartile Range	74	(2)
Standard Deviation	76	(2)
Remembering the Person	78	(1)
Summary	79	(1)
Chapter Review	80	(1)
Statistical Concepts: Creating New Scores to Interpret Test Data	81	(22)
Norm Referencing Versus Criterion Referencing	82	(1)
Normative Comparisons and Derived Scores	83	(12)
Percentiles	84	(1)
Standard Scores	85	(8)
Developmental Norms	93	(2)
Putting It All Together	95	(1)
Standard Error of Measurement	95	(2)
Scales of Measurement	97	(3)
Nominal Scale	99	(1)
Ordinal Scale	99	(1)
Interval Scale	99	(1)
Ratio Scale	99	(1)
Summary	100	(1)
Chapter Review	101	(2)
SECTION THREE Commonly Used Assessment Techniques	103	(112)
Assessment of Educational Ability: Survey Battery, Diagnostic, Readiness, and Cognitive Ability Tests	106	(22)
Defining Assessment of Educational Ability	107	(1)
Survey Battery Achievement Testing	108	(4)
Stanford Achievement Test	109	(2)
Iowa Test of Basic Skills	111	(1)
Metropolitan Achievement Test	112	(1)
Diagnostic Testing	112	(3)
The Wide Range Achievement Test	113	(1)
Key Math Diagnostic Arithmetic Test	113	(1)
Peabody Individual Achievement Test	114	(1)
Other Diagnostic Tests	114	(1)
Readiness Testing	115	(2)
Metropolitan Readiness Test	116	(1)
Gesell School Readiness Test	116	(1)
Kindergarten Readiness Test	117	(1)
Common Cognitive Ability Tests	117	(6)
The Cognitive Ability Test	118	(1)
Otis-Lennon School Ability Test	119	(1)
College Admission Exams	120	(3)
The Role of Helpers in the Assessment of Educational Ability	123	(1)
Final Thoughts About the Assessment of Educational Ability	124	(1)
Summary	125	(2)
Chapter Review	127	(1)
Assessment of Intelligence	128	(19)
Defining intelligence Testing	129	(1)
Models of Intelligence	129	(6)
Spearman's Two-Factor Approach	129	(1)
Thurstone's Multifactor Approach	130	(1)
Vernon's Hierarchical Model of Intelligence	130	(1)
Guilford's Multifactor/Multi-Dimensional Model	130	(1)
Cattell's Fluid and Crystal Intelligence	131	(2)
Piaget's Cognitive Development Theory	133	(1)
Gardner's Theory of Multiple Intelligences	134	(1)
Theories of Intelligence Summarized	135	(1)
Intelligence Testing	135	(7)
Stanford-Binet	137	(1)
Wechsler Scales	138	(4)
Kaufman Assessment Battery for Children	142	(1)
The Role of Helpers in the Assessment of Intelligence	142	(2)
Final Thoughts on Intelligence Testing	144	(1)
Summary	144	(1)
Chapter Review	145	(2)
Career and Occupational Assessment: Interest Inventories, Multiple Aptitude, and Special Aptitude Tests	147	(21)
Defining Career and Occupational Assessment	148	(1)
Interest Inventories	149	(8)
Strong Interest Inventory®	149	(5)
Self-Directed Search	154	(1)
COPSystem	155	(1)
Other Common Interest Inventories	156	(1)
Multiple Aptitude Testing	157	(4)
Factor Analysis and Multiple Aptitude Testing	157	(4)
Special Aptitude Testing Defined	161	(3)
Clerical Aptitude Tests	161	(1)
Mechanical Aptitude Tests	162	(1)
Artistic Aptitude Tests	163	(1)
Musical Aptitude Tests	163	(1)
The Role of Helpers in Occupational and Career Assessment	164	(1)
Final Thoughts Concerning Occupational and Career Assessment	164	(1)
Summary	165	(2)
Chapter Review	167	(1)
Clinical Assessment: Objective and Projective Personality Tests	168	(27)
Defining Clinical Assessment	169	(1)
Objective Personality Testing	169	(14)
Common Objective Personality Tests	170	(13)
Projective Testing	183	(8)
Common Projective Tests	184	(7)
The Role of Helpers in Clinical Assessment	191	(1)
Final Thoughts on Clinical Assessment	191	(1)
Summary	192	(2)
Chapter Review	194	(1)
Informal Assessment: Observation, Rating Scales, Classification Methods, and Records and Personal Documents	195	(20)
Defining Informal Assessment	196	(1)
Types of Informal Assessment	197	(12)
Observation	197	(1)
Rating Scales	198	(3)
Classification Systems	201	(1)
Records and Personal Documents	202	(7)
Test Worthiness of Informal Assessment	209	(3)
Validity	209	(1)
Reliability	210	(1)
Cross-Cultural Fairness	211	(1)
Practicality	212	(1)
Final Thoughts on Informal Assessment	212	(1)
Summary	212	(2)
Chapter Review	214	(1)
SECTION FOUR Diagnosis and Writing the Assessment Report	215	(40)
Diagnosis in the Assessment Process	217	(16)
The Importance of a Diagnosis	218	(1)
What Is DSM-IV-TR?	219	(1)
Axes I and II: The Mental Disorders	220	(6)
Understanding the Mental Disorders	220	(1)
Cultural Issues and the Mental Disorders	221	(1)
Axis I Disorders: Clinical Disorders and Other Conditions That May Be a Focus of Clinical Attention	222	(3)
Axis II Disorders: Personality Disorders and Mental Retardation	225	(1)
Axis III: General Medical Conditions	226	(1)
Axis IV: Psychosocial and Environmental Problems	227	(1)
Axis V: Global Assessment of Functioning (GAF)	227	(1)
Making a Diagnosis	227	(3)
Final Thoughts on DSM-IV-TR in the Assessment Process	230	(1)
Summary	230	(1)
Chapter Review	231	(2)
The Assessment Report Process: The Interview, Assessment Techniques, Environmental Assessment, and the Report	233	(22)
Purpose of the Assessment Report	234	(1)
Gathering Information for the Report: Garbage In, Garbage Out	234	(6)
Conducting the Clinical Interview	235	(3)
Choosing an Appropriate Assessment Instrument	238	(1)
Conducting an Environmental Assessment	238	(2)
Writing the Report	240	(10)
Demographic Information	241	(1)
Presenting Problem or Reason for Referral	242	(1)
Family Background	242	(1)
Significant Medical/Counseling History	243	(1)
Substance Use and Abuse	243	(1)
Educational and Vocational History	244	(1)
Other Pertinent Information	244	(1)
Mental Status	244	(2)
Assessment Results	246	(1)
Diagnosis	247	(1)
Summary and Conclusions	248	(2)
Recommendations	250	(1)
Summarizing the Writing of an Assessment Report	250	(1)
Summary	250	(3)
Chapter Review	253	(2)
Appendix A Websites of Codes of Ethics of Select Mental Health Professional Associations	255	(2)
Appendix B Code of Fair Testing Practices in Education	257	(7)
Appendix C Supplemental Statistical Equations	264	(2)
Appendix D Converting Percentiles from Z Scores	266	(2)
Appendix E Assessment Report	268	(6)
Glossary	274	(10)
References	284	(11)
Index	295