دانلود کتاب Assessment Procedures for Counselors and Helping Professionals

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Cover Title Page Copyright Page Dedication Preface Acknowledgments About the Author Brief Contents Contents Part One The Principles of Assessment Chapter 1 Introduction to Assessment What Is Assessment? The Purposes of Assessment Multiple Methods and Multiple Sources The Assessment Process Competencies Required for Assessment Historical Perspectives Assessment and Technology Computer‐Based Assessment Internet‐Based Assessment Controversial Issues in Assessment Summary Moving Forward Questions for Discussion Suggested Activities References Chapter 2 Ethical and Legal Issues in Assessment Professional Standards and Codes of Ethics American Counseling Association (ACA) Code of Ethics AERA, APA, and NCME Standards for Educational and Psychological Testing American School Counselor Association (ASCA) Ethical Standards for School Counselors American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct Association for Assessment in Counseling (AAC) Responsibilities of Users of Standardized Tests, 3rd Edition (RUST) Joint Committee on Testing Practices Code of Fair Testing Practices in Education National Council on Measurement in Education (NCME) Code of Professional Responsibilities in Educational Measurement Ethical Issues in Assessment Professional Training and Competence Client Welfare Issues Test‐User Qualifications Legal Issues in Assessment Statutes and Regulations Judicial Decisions Summary Questions for Discussion Suggested Activities References Chapter 3 Assessment Issues with Diverse Populations Multicultural Assessment Privilege and Marginalization in Counseling Assessment Measurement Bias Multicultural Perspectives in Assessment Acculturation Strategies Assessment of Linguistically Diverse Individuals Assessment of Individuals with Disabilities Assessment of Individuals with Visual Impairment Assessment of Individuals with Hearing Impairment Assessment of Individuals with Intellectual Disability Assessment of Individuals with Neuropsychological Impairment Assessment of Individuals with Communication Disorders Assessment of Children with Disabilities Standards for Assessment with Diverse Populations Summary Questions for Discussion Suggested Activities References Chapter 4 Methods and Sources of Assessment Information Assessment Methods and Sources Formal and Informal Assessment Instruments and Strategies The Initial Interview Degrees of Structure in Interviews Interview Guidelines Tests Categories of Tests Observation Formal and Informal Observation Direct and Indirect Observation Natural and Contrived Settings Unobtrusive and Participant Observation Methods of Recording Observations Self‐Monitoring Collateral Sources Summary Questions for Discussion Suggested Activities References Part Two Foundations of Assessment Chapter 5 Statistical Concepts Statistical Concepts for Assessment Scales of Measurement Nominal Scale Ordinal Scale Interval Scale Ratio Scale Describing Scores Frequency Distributions Measures of Central Tendency Measures of Variability The Normal Curve Measures of Relationship Summary Questions for Discussion Suggested Activities References Chapter 6 Understanding Assessment Scores Assessment Scores Criterion‐Referenced Scores Norm‐Referenced Scores Norm Group Types of Norm‐Referenced Scores Standard Scores Grade and Age Equivalents Qualitative Assessment Tables and Profiles Norm‐Referenced, Criterion‐Referenced, or Both? Summary Questions for Discussion Suggested Activities References Chapter 7 Reliability/Precision Reliability Measurement Error Sources of Measurement Error Methods of Estimating Reliability/Precision Test‐Retest Alternate Forms Internal Consistency Reliability Interrater Reliability Selecting a Reliability Coefficient Evaluating Reliability Coefficients Standard Error of Measurement Confidence Intervals Increasing Reliability/Precision Summary Questions for Discussion Suggested Activities References Chapter 8 Validity The Nature of Validity Revisiting Construct Threats to Validity Validity and Reliability/Precision Sources of Validity Evidence Test Content Validity Evidence Evidence Based on Internal Structure Evidence Based on Relations to Other Variables Evidence Based on Consequences of Testing Evidence Based on Response Process Summary Questions for Discussion Suggested Activities References Chapter 9 Selecting, Administering, Scoring, and Interpreting Assessment Results Selecting Assessment Instruments and Strategies Identify the Type of Information Needed Identify Available Information Determine the Methods for Obtaining Information Search Assessment Resources Consider Culture and Diversity Concerns Evaluate and Select an Assessment Instrument or Strategy Administering Assessment Instruments Before Administration During Administration After Administration Scoring Assessment Instruments Scoring Performance Assessment Scoring Errors Standards for Scoring Assessment Instruments Interpreting Assessment Results Summary Questions for Discussion Suggested Activities References Part Three Types of Assessment Chapter 10 Assessment of Intelligence and General Ability Defining Intelligence Theories of Intelligence Spearman’s Two‐Factor Theory Vernon’s Hierarchical Model Carroll’s Three‐Stratum Model of Human Abilities Cattell‐Horn‐Carroll (CHC) Hierarchical Three‐Stratum Model Thurstone’s Multifactor Theory Cattell‐Horn Gf‐Gc Theory Guilford’s Structure‐of‐Intellect Model Piaget’s Theory of Cognitive Development Luria’s Model Sternberg’s Triarchic Theory of Successful Intelligence Gardner’s Theory of Multiple Intelligences Planning‐Attention‐Simultaneous‐Successive (PASS) Theory of Cognitive Processing Terman’s Study Intelligence Tests Ability, Intelligence, Achievement, and Aptitude Individual Intelligence Tests Group Intelligence Tests Specialized Tests Interviews and Observations Issues in Assessing Intelligence Summary Questions for Discussion Suggested Activities References Chapter 11 Assessment of Achievement Assessing Achievement Standardized Achievement Tests Achievement Test Batteries Individual Achievement Tests Diagnostic Tests Subject‐Area Tests Adult Achievement Tests Other Types of Achievement Assessment Instruments Criterion‐Referenced Tests and Minimum‐Level Skills Tests State Achievement Tests National Assessment of Educational Progress Curriculum‐Based Assessment and Curriculum‐Based Measurement Performance Assessment Portfolio Assessment Factors Affecting Student Achievement Analysis of Class Profile Summary Questions for Discussion Suggested Activities References Chapter 12 Assessment of Aptitude Aptitude Tests Multiple‐Aptitude Test Batteries Specialized Aptitude Tests Admissions Tests Readiness Tests Adult Aptitude Related to Disabilities Summary Questions for Discussion Suggested Activities References Chapter 13 Career and Employment Assessment Career Assessment Interest Inventories Work Values Inventories Personality Inventories Abilities and Skills Assessment Career Development Inventories Combined Assessment Programs Interviews Employment Assessment Selection Interviews Biographical Information Tests Job Analysis Assessment Centers Guidelines for Employee Selection Trends in Employment Assessment Summary Questions for Discussion Suggested Activities References Chapter 14 Personality Assessment Defining Personality Traits, States, and Types Personality Inventories Approaches to Personality Inventory Development Categories of Personality Inventories Structured Personality Inventories Projective Instruments and Techniques Personality Inventories with a Positive Focus Response Styles Summary Questions for Discussion Suggested Activities References Chapter 15 Clinical Assessment Fundamentals of Clinical Assessment Political Issues in Diagnosis Determining a Diagnosis DSM‐5 Interviews in Clinical Assessment Mental Status Exam (MSE) Instruments Used in Clinical Assessment Suicide Risk Assessment Observation and Clinical Assessment Neuropsychological Assessment Cultural Considerations in Clinical Assessment Summary Questions for Discussion Suggested Activities References Chapter 16 Assessment in Education School Assessment Programs Planning a School Assessment Program Instruments Used in School Assessment Programs Assessment Activities of School Counselors Needs Assessments Assessing Specific Learning Disabilities Assessing Giftedness Consulting with Teachers Environmental Assessment in the Schools Competencies in Assessment and Evaluation for School Counselors Assessment Issues in Education Test Preparation and Performance Coaching Test‐Wiseness Test Anxiety Summary Questions for Discussion Suggested Activities References Chapter 17 Communicating Assessment Results Feedback Sessions Group Feedback Sessions Problem Areas Feedback Sessions with Parents Assessment Reports Qualities of Well‐Written Reports The Assessment Report Format Communicating Assessment Results to Other Professionals Communicating Assessment Results to the Public Summary Questions for Discussion Suggested Activities References Appendix I Standards for Multicultural Assessment Fourth Revision, 2012 Appendix II Responsibilities of Users of Standardized Tests (RUST; 3rd Ed.) Name Index A B C D E F G H I J K L M N O P Q R S T U V W Y Z Subject Index A B C D E F G H I J K L M N O P Q R S T U V W X Y Z