Depending on program specialty area (e.g. clinical mental health, school counseling), students will compile and present detailed information on one assessment instrument of the students’ choosing. The instrument should be chosen for its potential usefulness with a specific population and issue (e.g. high school students making career decisions, adults with depression, etc.). Selected instrument should be currently in-print, recommended, and appropriate for the particular population/ issue. Further, students cannot evaluate an instrument that has been covered in-depth in the textbook or course, but must choose a new instrument, therefore adding to their knowledge base. If students are unsure about an instrument, please contact the instructor with a 1-paragraph summary of the instrument.
For this assignment, students will prepare a PowerPoint presentation. These presentations do NOT require a voice recording, but should be creative and engaging for the reader when viewing. In this presentation, students will first provide an introduction, noting population of interest and a rationale for the instrument chosen (e.g. what are the needs of this population? Why did you select this instrument? What is your experience with this instrument? Why would this instrument be useful for this population?). The introduction should be grounded in the scholarly literature on the issues, population, etc. Keep this introduction brief; 2-3 slides at most. Next, students will evaluate the instrument by answering the prompts provided in the table below: Instrument title Provide full title, including revision number and/or acronym Instrument description Provide a brief description of the instrument.
Constructs measured What constructs are measured? For example, alcohol use, level of suicidal intent Age range What age range is the instrument designed for? Note all possible versions. Administration/ scoring Paper and pencil? Computer? Self-scoring? Note all possible versions. Administration time How long to take instrument? Note all possible versions. Level of training required to administer and interpret instrument Master’s degree or higher required? A, B, or C level? Is there a difference between level of training required for administering and interpreting the instrument? Research background How was this instrument developed? How much research has been done on this instrument? Provide a summary and a few citations as applicable. Reliability information Provide a brief summary of reliability data, including numerical information as applicable, e.g. reliability coefficients.
Validity information Provide a brief summary of validity data, including numerical information as applicable, e.g. validity coefficients. COUN 546 – INSTITUTIONAL, 8Diversity issues If applicable, what do you know about the norming group? How might this instrument fit the unique needs of diverse clients/ students? For example, can this instrument be used with non-English speaking clients/ students? Potential ethical/ legal issues in using this instrument List a few examples that apply (e.g. competence, right to results, IDEA issues).Potential issues when communicating the results to clients/ students, etc. List a few examples that apply, (e.g. intended purpose of instrument, using tentative rather than absolute language).Developer/ publisher List contact information Necessary purchases What items are needed and what are the costs of these items? Other List any other important information (as applicable)Overall evaluation In a brief summary, note possible benefits of the instrument as compared to possible limitations and provide your opinion on how this instrument might be useful for the respective population/ construct.
In compiling this information, students should make use of professional instrument reviews (e.g. Buros website, Mental Measurements Yearbook, instrument manual, and/ or other scholarly reviews of the instrument, i.e. journal article). We will learn more about these resources in class. Students are highly encouraged to make use of the Mental Measurement Yearbook database. This database can be accessed through the Library Guide within the Blackboard Course. Please note, students should not simply copy the information from the sources directly into the presentation, but provide a summary of the most important information in their own words and cite references as appropriate on each slide, and within a reference list. Finally, students will conclude with a summary of what they gained from this overall process. This summary should address 2 areas: First, students should provide concluding thoughts about the instrument (e.g. what do you think about this instrument after having reviewed it in-depth? How might this instrument be useful for their population/ issues?
How might this instrument be used with other instruments?)Next, students will want to comment on their personal learning experience with this assignment (e.g. How did this process help you gain knowledge and skill in evaluating assessment instruments? How confident are you in evaluating instruments for use with clients/ students?). Keep this conclusion section brief; 2-3 slides at most. C. Student Performance Evaluation: General Information about Evaluation: In general, the minimum expectation of the instructor is that everyone accepted into this program is capable of “B” level work (student meets expectations; submitted assignments follow syllabus guidelines and are completed thoughtfully and thoroughly, and on time). Exceptional student work (“A” level) exceeds syllabus guidelines through excellence in writing, content, demonstrated insight, complexity of thought, and professional participation and behavior. Receiving a “C” (or lower) grade is an indication of concern about academic or professional ability within the context of this program. Academic integrity is assumed and is inclusive of all elements outlined in the Counselor Education Student Handbook (counselored.adams.edu). Any form of plagiarism or the use of any other person’s work will result in a failing grade on the assignment, possibly the class, and could result in dismissal from the program. All assignments submitted as part of the course will be screened using plagiarism software. .
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