SyllabusCOUN 520: Assessment in CounselingDepartment of Leadership and Counseling

Eastern Michigan UniversitySummer 2008

Instructor: Suzanne M. Dugger, Ed.D.Office: John W. Porter Building, Suite 304 Phone: (734)-487-7120, ext. 2688E-Mail: emudugger@yahoo.com

Meeting Timeand Location: Mondays and Wednesdays ~ 4:40 p.m. – 7:20 p.m. ~ 214 Porter Building

Office Hours: Mondays and Wednesdays ~ 10:30 a.m. – 1:00 p.m.

Catalog Description:This course is designed to provide a foundation for using assessment procedures in counseling. Emphasis will be given to developing skill in using basic measurement concepts and qualitative and quantitative assessment methods.

Required Prerequisites: [COUN 502 or COUN 503] and [COUN 592 or EDPS 667 or EDPS 677]

Course Goals and Objectives:This course seeks to familiarize students with a foundation for using assessment procedures in counseling. These assessment procedures include interviews, observations, norm-referenced tests, and informal tests. Upon completion of this course, students will be able to demonstrate:

1. An understanding of the role of assessment in the overall counseling process;

2. An ability to identify assessment processes and procedures for specific situations and populations;

3. Knowledge of basic statistical and measurement concepts;

4. Familiarity with a variety of cognitive, career and personality measures;

5. An ability to evaluate assessment resources in terms of reliability, validity, and relationships to age, race, gender, and ethnicity;

6. Ability to properly select, administer and interpret assessment tools in counseling; 7. Skills for accurately and ethically interpreting assessment information to clients,

colleagues, parents, administrators, and other appropriate individuals and groups; and

8. An understanding of professional and ethical issues in assessment.

Textbook and Other Required Readings/Materials:

E-College Website Readings as assigned in class Standardized Testing Materials ($50.14 payable to COE Clinical Suite) Subscription to LiveText (if not already subscribed) Whiston, S.C. (2005). Principles and applications of assessment in counseling (2nd ed.).

Belmont, CA: Thomson Brooks/Cole.

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Textbook and Other Required Readings/Materials (continued):

Standardized Testing Materials:As part of this course, you will take and receive results for six different standardized tests: the Beck Depression Inventory, the Millon Clinical Multiaxial Inventory, the Myers Briggs Type Indicator, the Occupational Stress Inventory, the Scholastic Level Exam, and the Strong Interest Inventory. The costs for consumable materials associated with these assessments total to $50.14. You will need to bring a check in this amount made payable to the COE Clinical Suite. Checks are due no later than July 2, 2008.

LiveText Subscription: This is an internet based subscription service that collects student data for aggregate assessment purposes and is being used for accreditation purposes by the College of Education and EMU. This software is currently being used for assignment submission, artifact collection, standards integration, and student assessment in EMU's educator preparation programs. As part of the accreditation data collection process for the Counseling Program, you will be submitting your standardized test paper via LiveText. There is a one time cost that will suffice for your membership through the program. To subscribe, go to http://www.emich.edu/coe/livetext/. This subscription will be active for all the time you are a student in the program. Help and answers can be found at http://www.emich.edu/coe/livetext/students/index.html.  

Assignments:

1. Midterm Examination (Point Value = 20) There will be an on-line midterm exam. The exam will cover all assigned readings and lecture notes for classes 1-5. It will involve multiple choice, short answer, and essay questions. (Due 7/16/08)

2. Library Assignment (Point Value = 10) You will be required to complete a library assignment following our class visit to the library. This assignment will allow you the opportunity to independently utilize the library reference materials to locate published test reviews/critiques of published psychological tests. (Due 7/21/08)

3. Standardized Test Paper (Point Value = 40) As part of this course, you will be taking and receiving results for six different standardized tests. For this assignment, you will select one of these tests and prepare a paper about it. The paper should address selection criteria; psychometric properties; norming samples and multicultural considerations; expert reviews of the test; and information about the administration, scoring and interpretation of the test. (Due 7/30/08)

4. Final Examination (Point Value = 30) There will be an in-class final examination, with no notes allowed. The exam will cover all assigned readings and lecture notes for the semester. It may include multiple choice, short answer, and essay questions. (Due 8/6/08)

Other Requirements:

1. Attendance and ParticipationPlease make every effort to attend class every session. Your attendance and participation in this class is highly valued and essential to your learning. As such, absences will be penalized by 2 points per class session missed. An absence is defined as missing more than 30 minutes of any given class session. These points will be lost if you are more than 30 minutes tardy, leave more than 30 minutes early, or miss the entire class session. Missing more than 6 points for attendance will result in failure in this class.

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Other Requirements (continued):

2. Timely Submission of AssignmentsAssignments are to be submitted via the eCompanion drop box prior to class on the due date for the assignment. No credit will be given for late assignments unless the instructor has granted an extension at least 24 hours in advance of the due date.

3. Professional and Ethical BehaviorStudents are expected to behave in accordance with the Code of Ethics of the American Counseling Association. The penalty for unethical or unprofessional behavior will include failure in this course and may also include dismissal from the Counseling Program and the University.

4. Academic Honesty and Integrity of Scholarship1:Eastern Michigan University expects its students to use resources with consideration for ethical concerns and legal restrictions. The principles of truth and honesty are recognized qualities of a scholar and of a competent, purposeful and ethical individual. I expect students to honor these principles. Academic and professional integrity refers to the representation of one’s self and one’s work honestly, while demonstrating respect for the accomplishments and contributions of others.

a. Graduate students may not use materials, such as books or notes, or consult with other individuals in the completion of an examination or an assignment unless specifically authorized to do so.

b. Graduate students must appropriately credit the sources of materials and ideas, published or not. Failure to acknowledge the works of others implies that the work is one’s own. The APA Publication Manual should be used to guide such citations.

c. Graduate students must follow the ethical and legal guidelines established for copyrighted materials.

According to the EMU Conduct Code and Judicial Structure for Students and Student Organizations,

Students are not to engage in any form of academic dishonesty including, but not limited to, plagiarism, alteration of records, substitution of another’s work representing it as the student’s own, and knowingly assisting another student in engaging in such activity. For purposes of this section, plagiarism is defined as the knowing use, without appropriate approval, of published materials, expressions, or works of another with intent to represent the material(s) as one’s own (Graduate Catalog, p. 281).

All students at the graduate level are expected to fully understand how to avoid plagiarism. Any student who plagiarizes, intentionally or unintentionally, or who engages in other forms of academic dishonesty will fail this course and may also be dismissed (expelled) from the Counseling Program and the University.

Additional EMU Expectations and Regulations:

1. Classroom ConductStudents are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community.  Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the Office of Student Judicial Services (SJS) for discipline. Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular telephone, or talking while others are speaking. You may access the Code online at www.emich.edu/sjs.

1 This language has been excerpted and modified with permission from the syllabus of Denise Verner at Oakland University.

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Additional EMU Expectations and Regulations (continued):

2. Students with DisabilitiesIf you wish to be accommodated for your disability EMU Board of Regents policy #8.3 requires that you first register with the Access Services Office (ASO) in room 203 King Hall. You may contact ASO by telephone at (734) 487-2470. Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible.

3. F and J International StudentsThe Student Exchange Visitor Information System (SEVIS) requires F and J students to report the following to the Office of International Students, 229 King Hall within ten (10) days of the event: Changes in your name, local address, major field of study, or source of funding. Changes in your degree-completion date Changes in your degree-level (ex. Bachelors to Masters) Intent to transfer to another school

Prior permission from OIS is needed for the following: Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours Employment on or off-campus Registering for more than one ONLINE course per term (F-visa only) Endorsing I-20 or DS-2019 for re-entry into the USA

Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at 487-3116, not your instructor.

Grade Calculation2:

Assignment Point Value Due Date

1. Midterm Examination 20 points 7/16/082. Library Assignment 10 points 7/21/083. Standardized Test Paper 40 points 7/30/084. Final Examination 30 points 8/6/08

Total 100 points

93% A

90% A-

87% B+

83% B

80% B-

77% C+

73% C

70% C-

<70% E

2 Assumes no loss of points for academic dishonesty, attendance, participation, or professional and ethical behavior.

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Tentative Course Outline:

Unit Date Preview Topics Reading3 and Assignments4

1 6/30/08 Assessment is just a fancy word for testing, right? What will this class involve?

Orientation and Overview4 Pillars of Assessment Ethical Issues and Assessment

Chapters 1 & 14

2 7/2/08 Get a feel for being tested.Interviews aren’t just for jobs…

Standardized Test AdministrationInterviews and Observations

Chapters 2 & 6

3 7/7/08 Statistics isn’t a four letter word. Introduction to TestingDescriptive Statistics

Chapters 3 & 4

4 7/9/08 Psychometrics: Understanding the statistics necessary for effectively selecting, scoring, and interpreting tests!

Quantitative Measurement Concepts

Chapters 3 & 4

5 7/14/08 So now that I understand psychometric issues, how do I select the best test to use? How do I find an expert review in the MMY?

Test Location and Selection

Library Visit

Chapters 5 & 13

6 7/16/08 Personality? Uh oh! I’m not sure I have one....

“Normal” Personality Assessment Myers Briggs Type Indicator

Due: Exam

Chapter 10

7 7/21/08 What tests can help me identify and measure personality and mental health problems?

Personality Assessment and Diagnosis Beck Depression Inventory Millon Clinical Multiaxial

Inventory

Due: Library Assignment

Chapter 12

8 7/23/08 Relationships! Can’t live with them, can’t live without them…

Couple and Family Assessment Chapter 11

9 7/28/08 Aptitude. Achievement. Ability. Intelligence. What’s it all mean?

Cognitive Assessment Scholastic Level Exam

Chapters 7 & 8

10 7/30/08 How do I figure out what kind of job is right for me?

Career Assessment – Part 1 Strong Interest Inventory

Chapter 9Due: Paper

11 8/4/08 Help! I hate my job! Career Assessment – Part 2 Occupational Stress Inventory

12 8/6/08 Time to show what I know! Final Examination Due: Exam

3 Reading Assignments are to be completed by the day for which they are assigned. Content from the reading may be included on the final exam regardless of whether it is also covered in class discussions/lecture.

4 Assignments are to be submitted via the eCompanion drop box prior to class on the due date for the assignment. No credit will be given for late assignments unless the instructor has granted an extension at least 24 hours in advance of the due date.

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Selected References:

American Association for Counseling and Development. (1989). The responsibilities of users of standardized tests. AACD/AMECD policy statement: The RUST statement revised. Alexandria, VA: Author.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). [Text Revision]. Washington, DC: Author.

Anastasi, A. (1988). Psychological testing. (6th ed.) New York: Macmillan.

Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests. Journal of Counseling and Development, 70, 610-616.

Brown, L.S., & Ballou, M. (1992). Personality and psychopathology: Feminist reappraisals. New York: Guilford Press.

Chernin, J., Holden, J.M., & Chandler, C. (1997). Bias in psychological assessment: Heterosexism. Measurement and Evaluation in Counseling and Development, 30, 68-77.

Drummond, R.J. (2000). Appraisal procedures for counselors and helping professionals (4th ed.). Englewood Cliffs, NJ: Merrill.

Edelman, S. (1996). A review of the Wechsler Intelligence Scale for children-third edition (WISC-III), Measurement and Evaluation in Counseling and Development, 28, 219-224.

Elmore, P.B., Ekstrom, R.B., Diamond, E.E., & Whittaker, S. (1993). School counselors' test use patterns and practices. The School Counselor, 41, 73-80.

Fraser, S. (Ed.). (1995). The bell curve wars: Race, intelligence, and the future of America. New York, NY: Basic Books.

Garbarino, J., Stott, F.M., and the Faculty of the Erikson Institute. (1992). What children can tell us: Eliciting, interpreting, and evaluating critical information from children. San Francisco: Jossey-Bass.

Gelberg, S., & Chojnacki, J.T. (1996). Career and life planning with gay, lesbian, & bisexual persons. Alexandria, VA: American Counseling Association.

Gould, S.J. (1981). The mismeasure of man. New York: W.W. Norton.

Grossman, R.J. (1994). Keys to more effective college counseling: Suggestions from the field. The School Counselor, 41, 281-286.

Hood, A.B., & Johnson, R.W. (2002). Assessment in counseling: A guide to the use of psychological assessment procedures (3rd ed.). Alexandria, VA: American Counseling Association.

Kapes, J.T. & Mastie, M.M. (1988). A counselor's guide to career assessment instruments (2nd ed.). NCDA.

Kapes, J.T. & Vansickle, T.R. (1992). Comparing paper-pencil and computer-based versions of the Harrington-O'Shea career decision-making system. Measurement and Evaluation in Counseling and Development, 25, 5-13.

King-Thomas, L., & Hacker, B.J. (1987). A therapist’s guide to pediatric assessment. Boston: Little, Brown and Company.

Lam, T.C.M. (1993). Testability: A critical issue in testing language minority students with standardized achievement tests. Measurement and Evaluation in Counseling and Development, 26, 179-191.

Lissitz, R.W., & Schafer, W.D. (1993). Mandatory testing: Issues in policy-driven assessment. (Special Issue). Measurement and Evaluation in Counseling and Development, 26, 3-93.

Lyman, H.B. (1991). Test scores and what they mean (5th. ed.). Englewood Cliffs, NJ: Prentice Hall.

Maeroff, G.I. (1991). Assessing alternative assessment. Phi Delta Kappan, 73, 272-282.

Prediger, D.J. (1993). Multicultural assessment standards: A compilation for counselors. Measurement and Evaluation in Counseling and Development, 27, 68-73.

Prince, J.P. (1997). Assessment bias affecting lesbian, gay male and bisexual individuals, Measurement and Evaluation in Counseling and Development, 30, 82-88.

Rawlins, M.E., Eberly, C.G., & Rawlins, L.D. (1991). Infusing counseling skills in test interpretation. Counselor Education and Supervision, 31, 109-120.

Rogers, J.E. (1996). Review of the armed services vocational aptitude battery (ASVAB) career exploration program. Measurement and Evaluation in Counseling and Development, 29, 176-182.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls . New York, Charles Scribner's.

Seligman, L. (1998). Selecting effective treatments: A comprehensive, systematic guide to treating mental disorders. San Francisco: Jossey-Bass.

Stevenson, H.W., & Stigler, J.W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Touchstone.

Suzuki, L.A., Meller, P.J., & Ponterotto, J.G. (Eds.). (1996). Handbook of multicultural assessment: Clinical, psychological, and educational applications. San Francisco: Jossey-Bass.

Tavris, C. (1992). The mismeasure of woman. New York: Simon & Schuster.

Trevisan, M.S. (1996). Review of the draw a person: Screening procedure for emotional disturbance. Measurement and Evaluation in Counseling and Development, 28, 225-228.

Upcraft, M.L., & Schuh, J.H. (1996). Assessment in student affairs: A guide for practitioners. San Francisco: Jossey-Bass.

Vernon A. (1993). Developmental assessment and intervention with children and adolescents. Alexandria, VA: American Counseling Association.

Worthen, B.R., Borg, W.R., & White, K.R. (1993). Measurement and evaluation in the schools. New York: Longman.