Hays, Ch 2: The Assessment Process Flashcards
A counselor attends closely to testing conditions.
Test administration
A counselor reviews and applies scoring procedures.
Test interpretation
A counselor presents a comprehensive picture using several assessment data sources.
Communication of findings
A client completes a satisfaction form at the end of a comprehensive session.
Outcome assessments
Type of assessment that allows information to be obtained from many people within a short period of time at relatively little cost.
Group assessments
Type of assessment that permits counsellors to adapt the test administration to the needs of the client.
Individual assessment
This type of assessment includes intelligence tests, ability tests, personality inventories, interest inventories and values inventories.
Standardized tests
This type of assessment includes rating scales, projective techniques, behavioral observations, and biographical measures.
Nonstandardized tests
This type of assessment involves informal and flexible procedure often used in individual and group counseling. Focused on increasing client self-awareness within a session. Ex: simulation exercises, projective techniques, and card sorts.
Qualitative assessment.
When raters show a tendency to generalize from one aspect of the client to all other aspects
Halo effect
The tendency to rate all people as “average” or near the middle of the rating scale
Error of central tendency
The tendency to rate the characteristics of people more favorably than they should be rated.
Leniency error
Semantic differential techniques
Requires raters to rate concepts (my job) by bipolar scales/rank-order scales.
Situational tests require
The person to perform a task in a situation that is similar to the situation for which the person is being evaluated.
These assessments use vague or ambiguous stimuli to which people must respond (e.g., inkblots)
Projective assessments
These observations refer to behaviors that can be observed and counted.
Behavioral observations
Precontemplation stage
Individuals are not especially state of their problems and gave no plans to change their behavior in the foreseeable future.
Contemplation stage
Individuals are aware of their problems but have not yet made a serious commitment to do anything about them.
Preparation stage
Individuals have begun to make small changes in their problematic behaviors, with the intention of making more complete changes within one month.
Action stage
When individuals successfully change their behavior for short periods of time
Maintenance stage
When individuals have maintained the behavioral and attitudinal changes that have occurred for 6+ months
The best general source of information about commercial tests
Mental Measurements Yearbook (MMY)
The notion that data sometimes can be affected by what the administrator expects to find.
Expectancy effect it Rosenthal effect
The notion that counsellors who seek to confirm negative stereotypes, intentionally or unintentionally, during test administration influence test performance.
Stereotype threat
