School Counseling

1. School Counseling PowerPoint produced by Melinda Haley, M.S., New Mexico State University. “This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of an image over a network; preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.” “Copyright © Allyn & Bacon 2004”

2. Student Appraisal/Assessment School counselors often: Coordinate schoolwide testing. Administer educational assessments. Interprets test data to parents, teachers and other professionals. Counselors collect data on students’ abilities, achievements, interests, attitudes and behaviors. "Copyright © Allyn & Bacon 2004”

3. Student Appraisal/Assessment AssessmentIndividual Analysis Comprises the instruments A description of student used to gather data for behaviors with an student appraisal. emphasis and strengths. Interpretation Measurement A process that explains Assigns a numerical value and gives meaning to or evaluative description to various data collected. the trait being studied. Diagnosis Gives a specific identification, grouping and categorization of measurement results. "Copyright © Allyn & Bacon 2004”

4. Student Appraisal/Assessment Standardized Testing The use of these tests are very controversial. One criticism is that these tests are not usually “culture fair” and are culturally biased. Another criticism is that they are not always interpreted fairly or accurately. "Copyright © Allyn & Bacon 2004”

5. Student Appraisal/Assessment Standardization A test is a standardized measure when it is administered and scored according to uniform procedures. Responsibility for standardizing tests rest with both the developer and the user. Standardized tests use norms and standardized samples. When reporting results, standardized tests use either age norms or grade norms. "Copyright © Allyn & Bacon 2004”

6. Student Appraisal/Assessment Curve Distribution Theory States that on any given trait, individual scores will cluster near the center range of scores and gradually taper off at the extremes. The central score is called the mean, median or mode and all are averages of central tendency. The statistical term used to describe students who vary from the average score is called the measure of variability. There are two types of variability, the range and the standard deviation. "Copyright © Allyn & Bacon 2004”

7. Student Appraisal/Assessment Norm Referenced Tests These are tests that compare an individual student’s performance to the performance of a group. The student’s score reflects how the student did in comparison to the students upon whom the test was normed. Norm-referenced tests are useful in order to understand how a particular student is doing compared to same-aged or grade peers. They are not useful to indicate mastery over a particular subject matter. "Copyright © Allyn & Bacon 2004”

8. Student Appraisal/Assessment Criterion-Referenced Tests These tests assess a student’s performance in terms of specific standards or learning objectives. Test results are reported as the percentage of correct items in a particular knowledge or skill area. Teachers and counselors can use these tests to describe the performance of a particular student in relationship to learning goals and objectives. These tests are also useful in curriculum development. "Copyright © Allyn & Bacon 2004”

9. Student Appraisal/Assessment Selection of Tests Because school counselors are trained in tests and measurements, they are often called upon to help select tests used in their schools. Some tools counselors use to learn about tests are: Mental Measurements Yearbook Tests in Print ERIC Clearinghouse on Assessment and Evaluation Standards for Educational and Psychological Testing "Copyright © Allyn & Bacon 2004”

10. Student Appraisal/Assessment Why is a Test Needed? If tests are selected arbitrarily, without clear purpose, the benefits of testing are lost. In selecting the appropriate test, a counselor must look at what he or she wants to accomplish. What are the goals? Questions that Need to be Asked Will the test be administered individually or in groups? Does the school budget cover the cost of the proposed test? Does the person administering the test need specialized training? "Copyright © Allyn & Bacon 2004”

11. Student Appraisal/Assessment Content Validity When the items on a test are a fair representation of the domain of knowledge that the test measures. Validity The degree to which an assessment actually measures what it says it does. "Copyright © Allyn & Bacon 2004” Criterion-Related Validity The effectiveness of a test in predicting a student’s performance. Construct Validity Does the test measure the construct tt is designed to measure?

12. Student Appraisal/Assessment Reliability Coefficient It is expressed as a single digit ranging from +1.00 to -1.00 Example + 0.95 Reliability The degree to which an assessment instrument yields consistent results. "Copyright © Allyn & Bacon 2004” Copyright © Allyn & Bacon 2004” Correlation The degree to which two variables are related.

13. Student Appraisal/Assessment Determining Test Usefulness The following questions should help counselors decide which tests might be useful. How much time will it take to administer the test? Will the test produce useable results? Are the test results clear and understandable or do they take interpretation? "Copyright © Allyn & Bacon 2004”

14. Student Appraisal/Assessment Administration Any deviation from required testing procedures threatens the standardization of norm and criterion referenced tests. Counselors must follow directions explicitly! Three documents can aid counselors in the proper testing procedures: Code of Fair Testing Practices in Education Standards for Educational and Psychological testing Responsibilities of Users of Standardized Tests "Copyright © Allyn & Bacon 2004”

15. Student Appraisal/Assessment Interpretation Accurate analysis of test scores is critical in helping counselors and administrators provide adequate instruction, proper placement, and in assisting students. Counselors use test data to identify student strengths and weaknesses and help students make decisions. Counselors often explain and interpret test scores to parents. Counselors also use test data to help teachers improve instruction. "Copyright © Allyn & Bacon 2004”

16. Achievement Tests Interest Inventories Personality Tests Aptitude Tests Student Appraisal/Assessment Types of Assessment Instruments "Copyright © Allyn & Bacon 2004”

17. Student Appraisal/Assessment Observation Frequency Counting Interval Recording And Time Sampling Other Assessment Techniques "Copyright © Allyn & Bacon 2004” Anecdotal Records Direct Measurement Of Product Checklists Rating Scales Interviews

18. Student Appraisal/Assessment Sociometric Methods Help teachers and counselors evaluate student relationships. Identifies who is popular and who is isolated. Sociometric methods should consider the following: How long has the group of students have been together? The age of the students. How large is the group being studied. Is the activity familiar to the students? Is the appraisal process appropriate for this group? "Copyright © Allyn & Bacon 2004”

19. Student Appraisal/Assessment Writing (Children write essays about themselves and journal). Biographical and Self-Expression Techniques "Copyright © Allyn & Bacon 2004” • Play and Drama (Toys, role-playing, games etc.) • Art Work (Clay, paints, drawing etc.)

20. Student Appraisal/Assessment • Axis I: Clinical Disorders • Axis II: Mental Retardation and Personality Disorders • Axis III: General Medical Conditions • Axis IV: Psychosocial and Environmental Problems • Axis V: Global Assessment of Functioning (GAF) The DSM-IV-TR and the School Counselor Counselors should have a working knowledge of the DSM-IV-TR and understand what different diagnoses mean. "Copyright © Allyn & Bacon 2004”

21. School Counseling Presentation Resources Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs, 4th ed. Boston, MA.: Allyn & Bacon. “Copyright © Allyn & Bacon 2004”