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Directory of Unpublished Experimental Mental Measures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.)