Question 1

In order to easily explain test scores to parents, teachers, and clients, the professional counselor should

Accepted Answer

A)  convert the scores into percentile ranks. 
B)  provide a definition of the type of score it is. 
C)  show the score in many forms. 
D)  explain the way you derived the score. 
A)  convert the scores into percentile ranks. 
B)  provide a definition of the type of score it is. 
C)  show the score in many forms. 
D)  explain the way you derived the score. A

Question 2

__________ is the combining of results to provide a global picture.

Accepted Answer

A)  Disaggregation 
B)  Hierarchy 
C)  Accountability 
D)  Aggregation 
A)  Disaggregation 
B)  Hierarchy 
C)  Accountability 
D)  Aggregation D

Question 3

List the seven methods for determining needs.

Accepted Answer

Determining needs is a critical process in various fields such as business, education, healthcare, and social services. It involves identifying the gaps between the current state and the desired state. Here are seven common methods for determining needs:

1. **Surveys and Questionnaires**: These are structured tools that can be used to collect data from a large number of people. They can include a mix of open-ended and closed-ended questions designed to understand the needs of the target population.

2. **Interviews**: Conducting one-on-one or group interviews allows for a deeper understanding of individual or collective needs. Interviews can be structured, semi-structured, or unstructured, providing flexibility in how information is gathered.

3. **Focus Groups**: This method involves facilitated discussions with a small group of people to explore their needs, perceptions, and opinions. Focus groups can provide rich qualitative data and insights into the needs of the group.

4. **Observation**: Direct observation of individuals or groups in their natural setting can reveal needs that may not be articulated through surveys or interviews. This method can be particularly useful in identifying unmet or unrecognized needs.

5. **Document Analysis**: Reviewing existing documents, records, and reports can provide historical and contextual data that can help in identifying needs. This can include analyzing data from previous projects, academic research, or organizational records.

6. **Workshops and Participatory Methods**: Engaging stakeholders through workshops or other participatory methods can help in collaboratively identifying needs. Techniques such as brainstorming sessions, SWOT analysis (Strengths, Weaknesses, Opportunities, Threats), or the nominal group technique can be used.

7. **Benchmarking and Comparative Analysis**: Looking at how similar needs are met in other organizations or communities can help in identifying gaps and opportunities for improvement. This method involves comparing processes, performance metrics, or best practices to determine areas where needs are not being adequately addressed.

Each of these methods has its strengths and limitations, and often, a combination of several methods is used to get a comprehensive understanding of the needs of a particular group or situation. The choice of method depends on factors such as the nature of the needs, the context, the resources available, and the level of precision required.

Question 4

Accountability in group work answers the question

Accepted Answer

A)  how are group members different as a result of the services provided by group leaders? 
B)  is there a comprehensive counseling program in place? 
C)  what will every member know and be able to do? 
D)  All of the above. 
A)  how are group members different as a result of the services provided by group leaders? 
B)  is there a comprehensive counseling program in place? 
C)  what will every member know and be able to do? 
D)  All of the above.

Question 5

Professional counselors are advised to focus specifically on the

Accepted Answer

A)  multicultural aspects of counseling. 
B)  ethical standards of counseling. 
C)  core conditions of effective helping. 
D)  best interest of the client. 
A)  multicultural aspects of counseling. 
B)  ethical standards of counseling. 
C)  core conditions of effective helping. 
D)  best interest of the client.

Question 6

Describe the process of conducting a needs assessment.

Accepted Answer

Conducting a needs assessment involves s

Question 7

__________ serve as a helpful source of evidence in data collection methods.

Accepted Answer

A)  Clients 
B)  Teachers 
C)  Parents 
D)  All of the above. 
A)  Clients 
B)  Teachers 
C)  Parents 
D)  All of the above.

Question 8

Describe the ABCD model for writing a learning objective.

Accepted Answer

Audience - Identify the specific group o

Question 9

Describe several characteristics of true experimental designs.

Accepted Answer

True experimental designs have several k

Question 10

An aggregated hierarchical model is an important way professional counselors can demonstrate the effectiveness of a counseling program and is made up of

Accepted Answer

A)  objectives. 
B)  outcomes. 
C)  goals. 
D)  All of the above. 
A)  objectives. 
B)  outcomes. 
C)  goals. 
D)  All of the above.

Question 11

Which of the following is NOT true about quasi-experimental designs?

Accepted Answer

A)  They allow one to say that the treatment was the cause of the change. 
B)  The nonequivalent control group design is an example of a quasi-experimental design. 
C)  They do not involve randomization of participants. 
D)  All of the above are true 
A)  They allow one to say that the treatment was the cause of the change. 
B)  The nonequivalent control group design is an example of a quasi-experimental design. 
C)  They do not involve randomization of participants. 
D)  All of the above are true

Question 12

Ensuring that services offered to stakeholder groups are truly effective is a(n)

Accepted Answer

A)  benefit of accountability. 
B)  requirement of most group leaders. 
C)  ethical responsibility of group leaders. 
D)  All of the above. 
A)  benefit of accountability. 
B)  requirement of most group leaders. 
C)  ethical responsibility of group leaders. 
D)  All of the above.

Question 13

Describe the advantages and disadvantages of accountability studies.

Accepted Answer

Accountability studies have several adva

Question 14

Explain why accountability is important for group leaders.

Accepted Answer

Accountability is important for group le

Question 15

Disaggregated results

Accepted Answer

A)  tell very little about the diversity of the learner performance or needs. 
B)  show how various subpopulations performed. 
C)  are norm- and criterion-referenced score interpretations. 
D)  None of the above. 
A)  tell very little about the diversity of the learner performance or needs. 
B)  show how various subpopulations performed. 
C)  are norm- and criterion-referenced score interpretations. 
D)  None of the above.

Question 16

To be of practical value, assessment must be connected to

Accepted Answer

A)  real program concerns. 
B)  the core values of the school or program. 
C)  Both of the above. 
D)  None of the above. 
A)  real program concerns. 
B)  the core values of the school or program. 
C)  Both of the above. 
D)  None of the above.

Question 17

__________ is NOT an example of a quasi-experimental design?

Accepted Answer

A)  Static-group comparison 
B)  Time series design 
C)  Nonequivalent control group design 
D)  Two-sample pretest-posttest design 
A)  Static-group comparison 
B)  Time series design 
C)  Nonequivalent control group design 
D)  Two-sample pretest-posttest design

Question 18

__________ is NOT necessarily involved in accountability?

Accepted Answer

A)  Collecting data and assessing the needs of clients 
B)  Measuring the outcomes or results of the interventions 
C)  Sharing results with major stakeholder groups 
D)  Publishing results as professional research 
A)  Collecting data and assessing the needs of clients 
B)  Measuring the outcomes or results of the interventions 
C)  Sharing results with major stakeholder groups 
D)  Publishing results as professional research

Question 19

__________ are used for follow-up and deeper exploration, and are commonly used in qualitative studies.

Accepted Answer

A)  Observations 
B)  Written questionnaires 
C)  Academic performance indicators 
D)  Unstructured interviews 
A)  Observations 
B)  Written questionnaires 
C)  Academic performance indicators 
D)  Unstructured interviews

Question 20

Compare and contrast data-driven needs assessments and perceptions-based needs assessments.

Accepted Answer

Data-driven needs assessments and percep

In order to easily explain test scores to parents, teachers, and clients, the professional counselor should

__________ is the combining of results to provide a global picture.

List the seven methods for determining needs.

Accountability in group work answers the question

Professional counselors are advised to focus specifically on the

Describe the process of conducting a needs assessment.

__________ serve as a helpful source of evidence in data collection methods.

Describe the ABCD model for writing a learning objective.

Describe several characteristics of true experimental designs.

An aggregated hierarchical model is an important way professional counselors can demonstrate the effectiveness of a counseling program and is made up of

Which of the following is NOT true about quasi-experimental designs?

Ensuring that services offered to stakeholder groups are truly effective is a(n)

Describe the advantages and disadvantages of accountability studies.

Explain why accountability is important for group leaders.

Disaggregated results

To be of practical value, assessment must be connected to

__________ is NOT an example of a quasi-experimental design?

__________ is NOT necessarily involved in accountability?

__________ are used for follow-up and deeper exploration, and are commonly used in qualitative studies.

Compare and contrast data-driven needs assessments and perceptions-based needs assessments.

The Value of Group Work: Functional Group Models and Historical Perspectives

Ethical and Legal Foundations of Group Work in the Schools

Multicultural Issues in Group Work

Distinguishing Group Member Roles

Leading Groups in the Schools

Planning for Group Work in the School

Forming and Orienting Groups

The Transition Stage in Group Work

The Working Stage

Termination in the School Setting

Leading Task Groups in Schools

Psychoeducational Groups in Schools

Theoretically-Based Models Used Counseling and Psychotherapy Groups

Special Issues in Group Work in Schools

Using Activities and Expressive Arts in Group Work

Outcome Research in Group Work

Filters

Exam 16: Accountability in Group Work and School Counseling

In order to easily explain test scores to parents, teachers, and clients, the professional counselor should

__________ is the combining of results to provide a global picture.

List the seven methods for determining needs.

Accountability in group work answers the question

Professional counselors are advised to focus specifically on the

Describe the process of conducting a needs assessment.

__________ serve as a helpful source of evidence in data collection methods.

Describe the ABCD model for writing a learning objective.

Describe several characteristics of true experimental designs.

An aggregated hierarchical model is an important way professional counselors can demonstrate the effectiveness of a counseling program and is made up of

Which of the following is NOT true about quasi-experimental designs?

Ensuring that services offered to stakeholder groups are truly effective is a(n)

Describe the advantages and disadvantages of accountability studies.

Explain why accountability is important for group leaders.

Disaggregated results

To be of practical value, assessment must be connected to

__________ is NOT an example of a quasi-experimental design?

__________ is NOT necessarily involved in accountability?

__________ are used for follow-up and deeper exploration, and are commonly used in qualitative studies.

Compare and contrast data-driven needs assessments and perceptions-based needs assessments.

The Value of Group Work: Functional Group Models and Historical Perspectives

Ethical and Legal Foundations of Group Work in the Schools

Multicultural Issues in Group Work

Distinguishing Group Member Roles

Leading Groups in the Schools

Planning for Group Work in the School

Forming and Orienting Groups

The Transition Stage in Group Work

The Working Stage

Termination in the School Setting

Leading Task Groups in Schools

Psychoeducational Groups in Schools

Theoretically-Based Models Used Counseling and Psychotherapy Groups

Special Issues in Group Work in Schools

Using Activities and Expressive Arts in Group Work

Outcome Research in Group Work

Filters