Transcript Document

School Counseling
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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.
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Student Appraisal/Assessment
Assessment
Comprises the instruments
used to gather data for
student appraisal.
Interpretation
A process that explains
and gives meaning to
various data collected.
Individual Analysis
A description of student
behaviors with an
emphasis and strengths.
Measurement
Assigns a numerical value
or evaluative description to
the trait being studied.
Diagnosis
Gives a specific identification, grouping
and categorization of measurement results.
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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.
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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.
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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.
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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.
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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.
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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
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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?
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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.
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?
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Student Appraisal/Assessment
Reliability
The degree to which an
assessment instrument
yields consistent
results.
Reliability Coefficient
It is expressed as a single
digit ranging from
+1.00 to -1.00
Example
+ 0.95
Correlation
The degree to which
two variables are
related.
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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?
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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
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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.
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Student Appraisal/Assessment
Types of Assessment Instruments
Achievement Tests
Interest Inventories
Personality Tests
Aptitude Tests
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Student Appraisal/Assessment
Other Assessment Techniques
Frequency
Counting
Observation
Direct
Measurement
Of
Product
Checklists
Interval
Recording
And Time
Sampling
Anecdotal
Records
Rating
Scales
Interviews
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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?
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Student Appraisal/Assessment
Biographical and Self-Expression Techniques
Writing (Children write essays about themselves and journal).
Play and Drama (Toys, role-playing, games etc.)
Art Work (Clay, paints, drawing etc.)
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Student Appraisal/Assessment
The DSM-IV-TR and the School Counselor
Axis I:
Axis II:
Axis III:
Axis IV:
Axis V:
Clinical Disorders
Mental Retardation and Personality Disorders
General Medical Conditions
Psychosocial and Environmental Problems
Global Assessment of Functioning (GAF)
Counselors should have a working knowledge of the DSMIV-TR and understand what different diagnoses mean.
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School Counseling Presentation Resources
Schmidt, J. J. (2003). Counseling in schools: Essential services
and comprehensive programs, 4th ed. Boston, MA.: Allyn &
Bacon.
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