HPC 5140: Psychological and Educational...

HPC 5140: Psychological and Educational Testing

Department of Human Development & Psychological CounselingAppalachian State University

Fall, 2012

Course Title: HPC 5140; Section 101Instructor: Cynthia Crawford, PhD, NCC, LPCOffice: 314B College of EducationPhone: Office: 828-262-2231; Cell: (843) 860-3350Email: [email protected] Office Hours: as posted and by appointment

Class Time & Place: Tuesdays, 5:30 PM – 8:20 PM; RCOE 237

Required Text:

Drummond, R.J., & Jones, K.D. (2006). Assessment procedures for counselors and helpingprofessionals (7th ed.). Pearson Education, Inc., Upper Saddle River, New Jersey

Required Test Materials:

HPC 5140 Test Materials (provided by instructor; requires a $35.00 fee) Test Manuals for Test Materials (provided by instructor)

Infusion of Counseling Related Research:

Students in HPC 5140 will complete assigned activities related to text chapters and read supplemental peer-reviewed journal articles, based on recent research, that explore the effectiveness of assessment in client appraisal in school and clinical settings.

Additional readings may be announced in class.

Other Recommended Resources:

American Counseling Association (2005). Code of Ethics and Standards of Practice.American School Counselor Association (1998). Ethical standards for School Counselors.Publication manual of the American Psychological Association (6th ed.). (2010). Washington

DC: American Psychological Association.

Course Overview:

HPC 5140 is a didactic and experiential course intended to provide students with an introductory knowledge of standardized measurement instruments used in school, mental health, and marriage and family counseling settings. As an “informed consumer” of standardized measurement instruments, the professional counselor must have knowledge of how to select, administer, score,

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and interpret psychological tests. Students will examine psychometric properties such as reliability and validity, the intended purpose of assessment, normative comparisons of standardization sample and intended client participant(s), and the influence of cultural dynamics such as race, ethnicity, gender, sexual orientation, religious affiliation, spirituality, age, ability, and socioeconomic class within the process of assessment and counseling. Throughout the course, sensitivity and responsiveness to diversity will be discussed and encouraged. The history of testing reveals that the original efforts to develop and standardize the measurement of various constructs were based on groups that were easily identifiable and available. Since the 1960s, many testing instruments have been challenged by various groups as being inappropriate or biased against them. HPC 5140 will introduce the counseling student to the concerns of these groups.

HPC 5140 is intended to provide professional counselors “in-training” with awareness, knowledge, and skills in the areas of client growth, ethical guidelines, the history of test development, test interpretation, and case conceptualization. Students will participate in class presentations, discussions, role-plays, and online exercises while respecting each other’s disclosures as voluntary and owned by the person who discloses. Students will respectively give and receive feedback under the supervision of the instructor. Class exercises are employed for training purposes only and intended to enhance students’ knowledge, awareness, and skills as a professional counselor and consumer of tests.

General Course Objectives:

1. Students will demonstrate awareness of self and others within the context of the use of measurement instruments.2. Students will demonstrate professional development through attendance and participation.3. Students will demonstrate knowledge and skills in the use of measurement instruments, including frequency distributions, measures of central tendency and variability, standard errors, and processes of test standardization.4. Students will demonstrate knowledge of the roles that correlation, reliability, validity, and item analysis have in test construction, choice, and interpretation.5. Students will demonstrate the selection of measurement instruments appropriate for client assessment needs in school, community mental health, and marriage and family counseling settings.6. Students will demonstrate the use of assessment data in developing a conceptual client model for use in promoting client understanding and treatment plan development.7. Students will demonstrate application of ethical and legal standards in regard to testing and client diagnoses.8. Students will demonstrate knowledge and skills of strategies and interventions for working with diverse populations.

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Content Areas:

Students in HPC 5140 will enhance their knowledge and skill development in the following CACREP content areas:

2. Counseling Prevention and Intervention3. Diversity and Advocacy4. Assessment

Knowledge and Skill Outcomes:

In addition to the above stated objectives, HPC 5140 Psychological and Educational Testing meets the following CACREP common core and CMHC and/or PSC specialty requirements:

Common Core:

G.7.a. historical perspectives concerning the nature and meaning of assessment (Chapter 1 Quiz)G.7.b. basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations (Chapter 2 Quiz; Chapter 4 Quiz; Comprehensive Notebook Manual)G.7.c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations (Chapter 3 Quiz; In-class activities for statistical calculations of central tendency and variability; Comprehensive Notebook Manual)G.7.d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information) (Chapter 5 Quiz; In-class group activities on reliability and standard error of measurement; Comprehensive Notebook Manual)G.7.e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity) (Chapter 6 Quiz; Comprehensive Notebook Manual)G.7.f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations (Chapter 15 Quiz; Chapter 17 Quiz; Weekly in-class activities to evaluate legal/ethical issues in assessment of specific groups/populations through fictitious case scenarios; Participation in Discussion Board / Class Presentation activities) G.7.g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling (Chapter 17 Quiz; Weekly in-class activities discussing legal/ethical issues in assessment; Participation in Discussion Board / Class Presentation activities)

CMHC Specialty Requirements:

E.1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services (Chapter 15 Quiz; Participation in Discussion Board / Class Presentation activities)

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F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations (Weekly in-class discussions pertaining to legal/ethical issues in assessment of special groups/populations through fictional case scenarios; Participation in Discussion Board / Class Presentation activities)G.2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments (In-class role plays; intake interview; mental status exam; assessment for suicide risk; 16 PF (5th ed.) assessment completion, scoring, videotaped interpretation, and class presentation) H.1. Selects appropriate comprehensive interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols (Mid-Term and Final Assessment Evaluations)

PSC Specialty Requirements:

E.1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning (Chapter 15 Quiz; Chapter 17 Quiz; In-class activities pertaining to legal and ethical considerations for assessment of special populations; Participation in Discussion Board / Class Presentation activities)G.3. Identifies various forms of needs assessments for academic, career, and personal/social development (Participation in Discussion Board / Class Presentation activities; Final Assessment Evaluation)H.1. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities (Chapter 15 Quiz; Chapter 17 Quiz; In-class activities regarding legal/ethical considerations in assessing special populations; Participation in Discussion Board / Class Presentation activities)H.2. Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development (Mid-Term and Final Assessment Evaluations)

Method of Instruction:

Instruction in HPC 5140 includes large and small group discussion, online discussion via AsULearn Forum, AsULearn online quizzes, lecture, student presentations, and student participation in group activities and role plays. The instructor may videotape instruction on certain or all class days. The video camera will be directed toward the instructor only to document teaching methods and delivery of content.

Course Requirements:

1. Professionalism. Professional behavior in a graduate level course includes, but is not limited to, the following: reading assigned chapters and/or journal articles prior to the class meeting; punctuality in arriving to class; attending all class meetings except in times of crisis or unavoidable absence (illness, injury, death of a family member; unsafe weather conditions; vehicle in-operation or accident); participating in all class activities; refraining from leaving the class meeting (thus creating a distraction) except for issues related to illness, emergency, or

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during class breaks; and in every way demonstrating respect and personal consideration toward other classmates, as well as the course instructor.

Additionally, PLEASE do not allow your cell-phones, beepers, or buzzers to interrupt class time. The instructor respectively asks that you deactivate these before class, and do not send text messages during the class meeting.

Students will receive a participation grade that reflects behavior indicative of professional conduct. (CACREP Common Core: G.7.a.-g.) Total 100 points. Rubric for Professionalism:

Unexcused Tardy: -10 points / occurrence (e.g., unable to find parking space, court date, had to work late, disagreement with boyfriend/girlfriend/roommate, etc.)

Lack of Professionalism: -15 points / occurrence (e.g., disrupting the class by unnecessarily leaving in the middle of learning activities, lack of respect and personal consideration toward instructor or classmates, as evidenced by behavior, attitude, or verbal comments.)

Unexcused Absence: -15 points / occurrence (e.g., took a day off to "de-stress," sister or cousin had a baby in another town, family reunion, family vacation, etc.)

Inattentiveness -15 points / occurrence (e.g., not attending to the class presentations of peers, instructor lecture, texting or apparent use of cell phone during instruction, etc.)

2. Quizzes: The development of professional counseling skills through the use of measurement instrument administration and interpretation begins with a thorough understanding and knowledge of the basic principles of testing. At the end of certain class sessions, students will have the opportunity to complete an on-line (via AsULearn), 10-question multiple choice quiz pertaining to the assigned readings for that particular class. Each quiz contributes 10 points toward the final grade (10 quizzes X 10 points/ea. = 100 points total). The quizzes are designed to prepare students to take and successfully pass the psychological assessment component of the National Counselor Exam (NCE), as well as to assess understanding of the readings. (CACREP Common Core: G.7.a.-g.)

3. Discussion Board Activities:

Students are required to participate in the following activities:

Discussion Board Leader. Over the course of the semester, each student is expected to serve as a Co-Discussion Board Leader for a period of 5 days, during which time the class will participate in an online discussion forum through AsULearn. Two leaders will select and become "experts" in one or more of the following chapter areas:

Selecting, Administering, Scoring, and Interpreting Assessment Results (Ch. 7)Ability and Intelligence Testing (Ch. 8)Assessment of Achievement (Ch. 9)Aptitude Testing (Ch. 10) Personality Testing (Ch. 12)

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Clinical Assessment (Ch. 13)Assessment in Education (Ch. 14)Assessment Issues with Diverse Populations (Ch. 15)

Using AsULearn Forum, the Discussion Board Leaders will initiate, monitor, and respond to the online class discussion at the time the selected chapter(s) is covered in class. The leaders should present 2 or 3 discussion questions per chapter of discussion to launch the discussion. (CACREP CMHC Specialty Requirements E.1., F.3., G.2.; CACREP SC Specialty Requirements E.1., G.3)

Total Points for Discussion Board Leader: 100 Points

Rubric for Discussion Board Leader:

20 points: Leaders introduce the chapter(s) for discussion in a clearly written, understandable manner that suggests thought and planning beforehand.

20 points: Leaders present 2-3 discussion questions based upon chapter content. Questions are appropriately worded and stimulate reflection on the part of the participants.

20 points: Leaders respond appropriately to each participant entry into the Discussion Board.

20 points: Leaders model use of correct spelling, grammar, and punctuation in question presentation and written response to participant entry.

20 points: Leaders indicate at the beginning of the discussion the date and time the discussion will end. Both of the leaders will log into the Discussion Board within the final two hours of discussion to thank participants and will remind participants that the discussion is closed, as of 11:59 PM. Leaders are not required to remain online until the time of closing. Any participant questions presented followed the notification of Discussion Board closure are not the responsibility of the Discussion Board Leaders; however, participants who submit questions or responses following the notification of closure, but prior to the closing time, will receive credit for their participation.

Discussion Board Participation: (Required of All Students)

During online discussions throughout the course of the semester, each student is expected to participate via AsULearn Forum, using correct English, accurate spelling, and grammar. Each student is expected to post a minimum of one (more if you wish) thoughtful, detailed response to each discussion question presented by the Discussion Board Leader during each discussion forum. Each Discussion Board will begin following that week's class meeting and end at midnight the following Sunday evening. (CACREP CMHC Specialty Requirements: E.1, F.3, CACREP SC Specialty Requirements: E. 1, G.3)

Points will be given for the following:

Presenting ideas or suggesting resources, while inviting a critique of each

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Presenting challenging questions to the discussion Articulating, explaining, and supporting positions on ideas Exploring and supporting issues by adding explanations and examples Reflecting on and re-evaluating personal opinions Offering a critique, challenging, discussing, and/or expanding ideas of others Negotiating interpretations, definitions, and meanings Summarizing previous contributions and asking the next question Proposing actions based on ideas that have been developed

Total points for Discussion Board Participation: 100

Total Points for Class Activity Presentation: 100 Points

5. Videotaped Assessment Administration and Interpretation: Throughout the semester, students will have the opportunity to practice interpreting the results of measurement instruments covered in HPC 5140. Students will join work groups (and subgroups) according to their area of academic concentration: Professional School Counseling or Clinical Mental Health Counseling. At the beginning of each group assessment activity, group members will have 30 minutes to familiarize themselves with the instrument at hand: test manual, test administration, scoring, and interpretation. Within each group, the students will take turns: one person will act as a client, another as a counselor, and the others will serve as observers/video-recorders. The student serving as the counselor will administer the instrument to the client, score the completed test form, and interpret the test results to the client. Each assessment exercise will allow group members to rotate the roles for the measurement instrument under consideration. Videotaped interpretations (one per student) will be submitted via AsULearn and may also be requested at random to present to the class as a whole. During class presentations, respectful feedback will be given by class members, pointing out strengths and skills for further development. Additionally, groups will convey verbally or submit in writing their own self-feedback for the test administration, scoring, and interpretation at the times of presentation. If written, this self-feedback will be a one page (maximum) self-analysis describing both strengths and areas for further development in interpreting assessment results. (CACREP CMHC Specialty Requirements G.2.; CACEREP SC Specialty Requirements G.3., H.1., H.2) Total: 100 points / videotaped interpretation

6. Mid-Term Assessment Project: Students may choose one of the following Mid-Term Evaluation projects.

Mid-Term Assessment Paper:

(a) Students will submit a 5-7 page paper, APA style, double spaced, and 12-point font. Title and reference pages are not counted in the length of the paper. This paper should contain no misspelled words, and should be written using correct grammar and punctuation.(Worth 20 points)(b) Introduction: Describe the student's current career goal(s), events or circumstances that may have led the student to select the present career goal, the assessment instrument targeted for

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discussion in the paper, and the student's rationale for choosing this particular assessment instrument. (Worth 20 points)(c) Description of the selected assessment instrument: this should be a test typically employed within his/her career goal. This section will describe the history and construction of the targeted assessment instrument; (Worth 20 points)(d) Description of the selected assessment instrument will also discuss the construct(s) the instrument purports to measure; (Worth 20 points)(e) Description of the selected assessment instrument will also discuss the method of administration (i.e., paper/pencil, computerized, multiple choice, rating scale, individual or group administration). (Worth 20 points) (f) Psychometric properties of the assessment instrument: This section will review the current claims of reliability and validity, as purported by the instrument authors/company. (Worth 20 points) (g) Please include a thorough demographic description of the standardization sample that participated in constructing normative comparisons for the measurement instrument. (Worth 20 points) (h) Include a fictitious case scenario appropriate for this type of assessment and/or assessment instrument. Please give a rationale for selecting this particular instrument for the fictitious client. If there are other assessment instruments that could also be used, you may wish to list some of them in this section of the paper. (Worth 20 points) (i) Critique the selected assessment instrument describing the strengths of the instrument, based on personal opinion as well as information cited from previous research studies. (Worth 20 points) (j) Critique the selected assessment instrument describing the weaknesses of the instrument, based on personal opinion, as well as information cited from previous research studies. (Worth 20 points)

If possible, please provide a copy of the instrument protocol at the conclusion of the paper.

(CACREP CMHC Specialty Requirements H.1.; CACREP SC Specialty Requirements G.3., H.2.)

This assignment serves as a mid-term evaluation and is worth a total of 200 points.

OR

Class-Wide Assessment: Administration/Scoring/Interpretation

As an alternative mid-term evaluation, students may choose to lead the class in a large-group assessment, using an instrument of their choice. (Available instruments will be discussed in class.) Note: The selected instrument should allow group administration and represent an instrument typically employed in the student's area of academic concentration. The In-Class Assessment should take 30-45 minutes; therefore, a brief or short form of the instrument should be employed. The student will instruct the class in completing the test form and self-scoring. The student will demonstrate one assessment interpretation for the class.

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Evaluation Rubric for In-Class Assessment:

Provide a handout that outlines the following: Description of the Assessment Instrument: Purpose, Development, Standardization, Reliability, Validity: 50 points

Clearly and articulately explain group instructions for test form completion, using standardized procedures/instructions as appropriate: 50 points

Clearly explain the Instructions in Self-Scoring, verifying understanding on the part of all examinees: 50 points

Assessment Interpretation Demonstration: 50 points -- Be comprehensive in this interpretation. Although the class has just completed the assessment, conduct the interpretation from the beginning: (1) Remind the examinee of the title, type, and purpose of the instrument; (2) Explain to the examinee why he/she was asked to complete the assessment; (3) Explain how item responses were converted into standardized scores, percentiles, or descriptive categories based on test standardization and norming procedures; and (4) Describe in detail the implications based on the test outcomes.

Note: Please remember that test results of your classmates are intended for skill development purposes only and are NOT an accurate representation of his/her personality or behavioral tendencies. Although test results obtained during experiential learning exercises are not diagnostic, such information must be held in strict confidence, protecting the rights of the examinee.

This assignment serves as a mid-term evaluation and is worth a total of 200 points.

7. Comprehensive Notebook Manual: In the next to final class, students will present a comprehensive and formal notebook manual which contains all the important information presented over the course of the semester: principles of testing, assessment, and evaluation learned throughout the semester through readings, lectures, and in-class exercises. This notebook should be a well-organized and sequential manual, including tabs to distinguish each segment of the course. (CACREP Common Core: G.7.a.-g.)

The comprehensive notebook manual will constitute 100 points toward the student's final grade.

8. Individual Evaluations of Assessment Instruments/Final Examination: Each student will select and evaluate five major tests typically employed within his/her area of specialty. This assignment is due the final day of class and must be submitted entirely in paper format. The final projects will be available for student pick up within two weeks following the final class day.

(a) Each individual evaluation should include a general description of the instrument, as well as its intended purpose for administration. (Worth 10 points)

(b) Each individual evaluation will include one test review found in a source such as: Mental Measurements Yearbook, Tests in Print, or another reputable, professional source. (Worth 10 points)

(c) Each individual evaluation will include a paper copy of one professional journal article pertaining to the instrument being evaluated or the construct being measured by the

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instrument. These should be incorporated into the evaluation. The journals must be professional, peer-reviewed, and no older than 2000. The instructor must be given a copy of these articles at the time the project is submitted. (Worth 10 points)

(d) Each individual evaluation should be no more than 3-5 pages in length, contain no spelling or grammatical errors, be written as an outline or report, and include a reference page. (Worth 20 points)

(e) Each individual evaluation should include information pertaining to the assessment reliability of the instrument. (Worth 20 points)

(f) Each individual evaluation should include information pertaining to the assessment validity of the instrument. (Worth 20 points)

(g) Each individual evaluation should include a discussion of standardization and norming procedures applied during the construction of the instrument. (Worth 20 points)

(h) Each individual evaluation should address the strengths of the instrument. (Worth 10 points)

(i) Each individual evaluation should address the weaknesses of the instrument. (Worth 10 points)

(j) Each individual evaluation should include at the end a brief synopsis describing your personal reaction to this instrument after evaluating it: (Worth 20 points)

a. What are your thoughts, likes, or dislikes pertaining to the instrument under evaluation?

b. Are you likely to use this evaluation in your professional practice?c. Discuss anything else you may wish to express regarding your reaction to the

instrument evaluation.(k) Worth 50 points: On the final day of class, each student will provide a 10-minute oral

and visual presentation on one of the instruments selected from the five individual instruments evaluated, and should address the topics outlined above.

(CACREP CMHC Specialty Requirements G.2.; CACREP SC Specialty Requirements G.3., H.2.)

This assignment will serve as the final exam for HPC 5140. Total 200 points Please note: Any assignment not turned in at the designated due date and time will result in ONE letter grade reduction for each day late. Assignments not turned in within three days after the designated due date and time will NOT BE ACCEPTED and result in a failing grade for that assignment. Please do not hand in work to the instructor for grading after three days.

Informed ParticipationCounselor-trainees will be prepared to actively participate in class discussions and activities. Participation assumes that the counselor-trainee has prepared the material before class and has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning. The instructor reserves the right to remove a counselor-trainee from the course for consistent lack of informed participation.

Attendance Policy:

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It is the policy of Appalachian State University that class attendance is an important part of a student's educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes.

In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class.

Faculty, at their discretion, may include class attendance as a criterion in determining a student's final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus

A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. Further, if a class meets only one time per week - e.g., a laboratory or an evening class - the student must attend the FIRST meeting of that class or risk losing her or his seat.

Due to the interactive nature of the information presented through in-class activities, discussions, readings, and lectures, it is required that you regularly attend class. Because of the high degree of importance placed on these CACREP-core requirements, you may incur only ONE excused absence without incurring a reduction from your final grade for EACH absence thereafter. More than three absences will result in a failing grade for HPC 5140, regardless of academic good standing. Tardiness, early leaves, or “extended breaks” will be noted and accrued toward absences. If you know you will be absent from a class meeting, please inform me personally through a meeting, email, or phone message. Above all else, I want to know you are safe! Additionally, in the event that medical reasons, death in a family, or any other unforeseeable circumstance will result in you missing more than 3 classes, you will be advised to drop the course and take it at a time more convenient for you (i.e., there will be no Incompletes given by the instructor, nor make-up assignments for missed classes).

Inclement Weather Policy:In the event of inclement weather, class will be cancelled if ASU closes. Please use your own discretion when deciding whether to attend classes when inclement weather is an issue. Your safety is most important to me; therefore, I do not expect you to attend if roads at your location

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appear hazardous. Classes cancelled due to ASU closing for inclement weather will be made up at the end of the semester on designated days, which are stated in this syllabus.

Memberships associated with the Profession of Counseling:Students are encouraged to join state and national professional organizations and keep up to date with publications such as the Journal of Counseling and Development and Professional School Counseling.

Web Sites (by organization/topic) The ethical codes & information found at these sites are relevant knowledge for this course:

American Counseling Association: www.counseling.orgAmerican School Counselor Association www.schoolcounselor.org North Carolina School Counselor Association www.ncschoolcounselor.orgNorth Carolina Counseling Association: www.nccounseling.orgNational Board for Counselor Certification: www.nbcc.orgAssociation for Play Therapy: www.a4pt.org

Disability ServicesAppalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Academic Integrity Code:

I. IntroductionAppalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment.

II. The Academic Integrity CodeStudents attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link: http://studentconduct.appstate.edu/

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Student Performance Evaluation:

ASSESSMENTS POINTSReadings/Professionalism 100

Quizzes 100Discussion Board Leader 100

Discussion Board Participation 100Video-Taped Interpretation 100

Mid-Term Evaluation: Assessment Paper OR In-Class Assessment

200

Comprehensive Notebook Manual 100Final Evaluation: Individual Evaluation of

Assessment Instruments: Report & Presentation

200

TOTAL 1000

ASU Graduate School Grading Scale:

A = 95-100% C+ = 76-79%A- = 90-94% C = 73-75%B+ = 86-89% C- = 70-72%B = 83-85% F = Below 70%B- = 80-82%

COURSE EVALUATIONTOTAL POINTS GRADE945-1000 A895-944 A-855-894 B+825-854 B795-824 B-755-794 C+725-754 C695-724 C-Below 695 F

Tentative Course Schedule

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Date Topic Readings

08/21Course Introduction & Syllabus Review

Formation of GroupsActivity/Evaluation Selection

08/28 Chapter 1: Introduction to AssessmentChapter 2: Methods & Sources of Assess. Info.Test Mat. Fee Due: $35.00 made out to HPC

Chapters 1-2

09/04 Chapter 3: Statistical Concepts for AssessmentScales of Measurement

Measures of Central TendencyCriterion vs. Norm-Referenced

Bring Your CalculatorsChapter 4: Understanding Assessment Scores

Chapters 3-4

09/11 Chapter 5: ReliabilityBasic Assessment Principles

In Class: Statistics Application ExercisesBring Your Calculators

Chapter 5:

09/18

Chapter 6: ValidityChapter 7: Instrument Selection, Administration,

Scoring and Communicating ResultsIntro: 16 PF Questionnaire (5th ed.)

Discussion Board: Chapter 7

Chapters 6-7

09/25Chapter 12: Personality Assessment

Assessment Activities: 16 PFLab 1: Videotaping Assessment Interpretations

Chapter 16: Communicating Assessment ResultsDiscussion Board: Chap. 12: Personality

Assessment

Chapters 12, 16

10/02 Mid-Term Assessment Paper AcceptedChapter 13: Clinical Assessment

Chapter 14: Assessment in Education

Chapter 13-14

10/09 Mid-Term EvaluationsMid-Term Assessment Papers Due

Class-Wide Assessment: Admin./Scoring/Inter.Discussion Board: Clinical Assessment vs.

Educational Assessment10/16 Chapter 9: Assessment of Achievement

Chapter 10: Assessment of AptitudeIntroduce Conner's Rating Scales

Discussion Board: Chapters 9-10: Assessment of Achievement vs. Aptitude

Chapter 9: Assess. of Achieve.

Chapter 10: Assess. of Aptitude

10/23 Class Discussion: Behavior Rating ScalesAssessment Activities: Conners Rating ScalesLab 2: Videotaping Assessment Interpretations

Research: Journal Articles per Behavior

Rating Scales

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10/30 Chapter 8: Assessment of IntelligenceWISC-IV vs. SB5

Discussion Board: Defining and Assessing Intelligence

Chapter 8

11/06 No ClassStudy/Work Day

11/13 Introduce: Beck Depression Inventory-IIVideotaping: Admin., Scoring, & Interpret. the

BDI-IIChapter 15: Assessment Issues with Diverse

PopulationsDiscussion Board: Assess. Issues with Diverse

Populations

Chapter 15:Assess. Issues with Diverse Populations

11/20 Chapter 17: Legal and Ethical Issues in Assessment

Comprehensive Notebook Manual Due for In-Class Evaluation

Final Evaluation Project: Individual Evaluation of Assessment Instruments

Accepted Discussion Board: Legal & Ethical Issues in

Assessment

Chapter 17:Ethical & Legal Issues

in Assessment

11/27 Final: Individual Evaluation of Assessment Instruments Due

Class Presentations12/04 Inclement Weather Make-Up Day

This syllabus is tentative: subject to change at the instructor's discretion. Students will be informed of any and all changes to the syllabus.

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