Transcript MHS 6220 Psychoeducational Testing I

Chapter 1
Introduction to Assessment
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What is Assessment?
The term assessment refers to any systematic
procedure for collecting information that can
be used to make inferences about the
characteristics of people.
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Who Uses Assessments?
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Counselors
Educators
Social Works
Psychologists
Healthcare Professionals
Others in Industry, Business, Military and
other setting
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Nature of Assessment
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Assessment involves collecting information
through multiple methods.
Assessment methods may include testing,
interviews, observations and much more.
Quality assessment involves multiple
methods of data collection from multiple
sources.
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Purposes of Assessment
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Screening
Identification and Diagnosis
Intervention Planning
Progress Evaluation
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Methods of Assessment
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Testing – measures specific attributes of
an individual
Interviews – gathers background
information relevant to the reason for the
assessment
Observation – measures what an
individual actually does
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Sources of Information
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Client
Collateral Sources
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Personal Sources
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Parents
Spouses
Others close to the client
Professional Sources
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Teachers
Physicians
Mental health professionals
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Methods and Sources
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The Assessment Process
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Identify the problem to be addressed
Select and implement methods of
assessment
Evaluate the assessment information
Report assessment results and make
recommendations
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Historical Contexts
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Testing and assessment is relatively new in
the United States, beginning around the turn
of the 20th century.
Records of the use of testing and
assessment go back as far as 2200 B.C. in
China.
Firzherbert used assessments to identify
individuals with retardation as far back as
the 1500’s.
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Juan Huarte (1530-1589) – one of the first
authors to suggest formal mental testing
Alfred Binet (1857-1911) - directed the first
physiological-psychological laboratory in
France. Developed a crude scale for
measuring mental ability.
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History of Testing
1900 to 1909:
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Binet and Simon Intelligence Scale
Spearman’s measurement theory
Pearson’s theory of correlation
Thorndike’s textbook on educational measurement
Goddard’s translation of Binet into English
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1910 to 1919:
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Army Alpha and Army Beta Tests
Spearman’s Factors in Intelligence (g-theory)
Stanford-Binet Intelligence Scale
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1920 to 1929:
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Founding of the Psychological Corporation
Goodenough Draw-a-Man Test
Strong Vocational Interest Blank
Terman, Kelley, and Ruch’s Stanford Achievement Test
Rorschach Ink Blot Test
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1930 to 1939:
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Buros’s first Mental Measurements Yearbook
Graduate Record Examinations
Wechsler Bellevue Intelligence Scale
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1940 to 1949:
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Minnesota Multiphasic Personality Inventory
Wechsler Intelligence Scale for Children
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1950 to 1959:
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Lindquist’s electronic test scoring
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Technical Recommendations for Achievement Tests
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1960 to 1969:
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National Assessment of Educational Progress
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Standards for Educational and Psychological Testing
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Civil Rights Act of 1964
Kuder Occupational Interest Survey
Cattell’s Theory of Fluid and Crystallized Intelligence
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1970 to 1979:
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Family Educational Rights and Privacy Act of 1974
Education of All Handicapped Children Act (became the
Individuals with Disabilities Education Act [IDEA])
Peabody Picture Vocabulary Test
Millon Clinical Multiaxial Inventory
Use of computers in testing
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1980 to 1989:
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Kaufman Assessment Battery for Children
Bayley Scale of Infant Development
Computer-adaptive and computer-assisted tests
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1990 to 1999:
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Americans with Disabilities Act of 1990
Health Insurance Portability and Accountability Act of 1996
Internet-based tests
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2000 to Present:
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No Child Left Behind Act of 2001
Individuals with Disabilities Education Improvement Act of 2004
Major revisions of many standardized tests.
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Assessments Today
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Use of testing and assessment continues to
grow in the United States.
Modern testing is heavily influenced by
developments in technology which have
increased convenience and affordability.
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Controversies in Assessment
Despite advances in the area of
assessments, concerns remain:
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Assessment is an invasion of privacy.
There is too much reliance on test scores for decision making,
without enough consideration for an individual’s background
history.
Tests are biased; they are unfair and discriminate against
diverse groups.
Tests may be self-incriminating, and individuals should have the
right to rebuttal.
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Controversies in Assessment, Cont.
Despite advances in the area of assessments,
concerns remain:
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Intelligence tests are not measuring the right constructs.
We cannot rely on grades and diplomas; we must have
demonstration of competencies on objective tests.
Multiple-choice tests need to be replaced by authentic and
performance assessment.
There is too much pressure on students, teachers, and
parents because of high stakes testing.
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