Deck 5: Selection, Administration, Scoring, Communicating Assessment Results

Question 1

Using both formal and informal assessment tools:

A)is optimal because the strengths of one method complement the other and provide an in-depth analysis of the client.
B)is not recommended because it can get too confusing for the counselor to interpret.
C)can compromise the quality of the assessment due to subjectivity in interpretation.
D)can be very helpful, but is often not pragmatic in most clinical situations.

Answer 1

is optimal because the strengths of one method complement the other and provide an in-depth analysis of the client.

Question 2

Detailed information about the development of an instrument and psychometric properties:

A)are not something counselors should be concerned about.
B)are always adequately provided by the publishers of the instruments.
C)are very important factors to take into consideration when evaluating the potential use of an instrument.
D)are important components that should be explained in detail to clients.

Answer 2

are very important factors to take into consideration when evaluating the potential use of an instrument.

Question 3

In administering a standardized achievement test, a counselor realizes she has made a mistake and has given the group an extra five minutes of testing time on the first subtest.She should:

A)not go any further with the testing and make the students retake the examination where the timing error occurred.
B)estimate how many items were completed by the students in the last five minutes and erase those answers.
C)keep going with the testing because an extra five minutes will not have a significant effect on students' scores.
D)immediately consult the manual to determine what should be done with this problem.

Answer 3

immediately consult the manual to determine what should be done with this problem.

Question 4

The Code of Ethics and Standards of Practice of the American Counseling Association indicate that the ultimate responsibility for appropriate use of an instrument rests with:

A)the publisher of the instrument
B)the clinician
C)the academic training program of clinician
D)all of the above share equally in the responsibility

Question 5

Sufficient knowledge about the specifics of an appraisal instrument can only be gained through:

A)graduate-level training
B)thoroughly reading a textbook about appraisal in counseling
C)thorough examination of the test manual and materials
D)practice with administering the test prior to utilizing it with a client

Question 6

With a norm-referenced instrument, it is important that the clinician evaluate:

A)the size of the norming group.
B)the suitability of the norming sample in terms of age, gender, ethnic makeup, socioeconomic representation, educational level, and geographic location.
C)the procedures (e.g., random sample, cluster sample) used to select the norming sample.
D)all of the above

Question 7

The type of relationship an examiner has with the examinee should:

A)depend on what is stipulated in the instrument's manual.
B)always be warm and caring so the examinee feels comfortable in the testing setting.
C)be somewhat aloof so the examinee knows that the assessment is important.
D)be up to the clinical judgment of the examiner.

Question 8

Which of the following tasks might be included in a performance assessment?

A)A multiple choice subtest of grammatical rules
B)A timed reading task to assess reading fluency
C)A true or false anatomy test
D)None of the above

Question 9

When scoring assessments, clinical judgment:

A)must sometimes be used as part of the scoring process.
B)should not play a role in the scoring process.
C)should always be used to judge if the scoring is unbiased.
D)should only be used by expert clinicians.

Question 10

Using the general guidelines of user qualifications of Level A, Level B, and Level C, a clinician who has a master's degree in counseling and has had a course in assessment in counseling would be qualified to use:

A)Level A instruments only
B)Level A and Level B instruments
C)Level C instruments only
D)Level A, Level B, and Level C instruments

Question 11

The major responsibility of a test administrator is to:

A)schedule the room to be used in the testing.
B)establish rapport with the test-takers.
C)know the administration materials and be prepared.
D)discuss the procedures with a knowledgeable colleague.

Question 12

With a criterion-referenced instrument, it is important that the clinician evaluate:

A)the procedures used to select the comparison group.
B)the procedures the developers used to determine the criterion.
C)the content of each item and whether it is appropriate.
D)all of the above

Question 13

Two practical issues to keep in mind when selecting an instrument are:

A)quality of assessment warranting the cost; time investment is worthwhile
B)popularity of assessment; how enjoyable taking the assessment appears to be for clients
C)recommendations from clients; year of most recent edition
D)none of the above are correct because practicality depends on the personality of the individual doing the assessment

Question 14

Which of the following statements is true?

A)It is always possible to determine the appropriate use of an instrument from its title
B)Internet searches are viewed as best practice for identifying assessment instruments
C)Sometimes the design of an instrument does not correspond to its intended purpose
D)Since instruments undergo rigorous scrutiny during the publication process, counselors do not need to be concerned about examining their development or psychometric properties

Question 15

The first step in identifying appropriate assessment strategies is to:

A)consult with a colleague about which tests he or she uses.
B)examine the Mental Measurements Yearbook..
C)identify what information is needed.
D)order an introductory kit from the publisher.

Question 16

Which of the following would be the most appropriate method of identifying and selecting psychometrically- sound assessment instruments?

A)Using only assessments with which you have been trained during graduate school
B)Consulting the Mental Measurements Yearbook or Tests in Print
C)Visiting the American Psychological Association website for a review of recently published tests
D)Consulting with your professional mentor

Question 17

How should counselors use the interpretative materials (i.e., computer generated handouts or reports) that are provided with some instruments?

A)Interpretative materials contain too much technical language and should not be shared with clients
B)Interpretative materials can be given to clients as an alternative to the counselor's explanation of the test results
C)Interpretative materials can be a used as a supplemental resource to complement the counselor's explanation of test results
D)Instruments that provide interpretative materials should not be used with most clients

Question 18

What is the major resource typically used by practitioners to obtain critiques of instruments?

A)Psychological Abstracts
B)Standards of Educational and Psychological Tests
C)Tests in Print
D)Mental Measurements Yearbook

Question 19

Authentic and performance assessments are typically associated with:

A)coping ability while under duress.
B)personality testing.
C)achievement testing.
D)ability to socially interact in natural settings.

Question 20

For multiple-choice items, computer scoring as compared to hand scoring:

A)is always error-free.
B)is less prone to scoring errors.
C)should only be used if there is not sufficient clerical help to score the instrument by hand.
D)can be effectively used for simple scoring, but when more intricate steps are involved, then clinicians should do it themselves.

Question 21

The scoring of a performance assessment can be enhanced if:

A)the assessment has a specific focus.
B)the scoring is designed to reflect the intended target.
C)a checklist or rating scale is used.
D)all of the above

Question 22

Before interpreting or communicating the results of an assessment to a client, the counselor needs to be knowledgeable about the __________, which is the basis of the interpretation.

A)validity information
B)reliability information
C)scoring profile
D)theoretical underpinnings

Question 23

Finn's (2007) model of _______________ involves the process where clients are initially provided feedback that most closely matches their self-conceptualizations and are then presented with increasingly more discrepant information from their self-conceptualizations.

A)positive-negative processes
B)collaborative therapeutic assessment
C)self-conceptualization confrontation
D)progressive conceptualized assessment

Question 24

________________ interpretations are reported to be more helpful than _________________ interpretations.

A)Tentative; absolute
B)Greatly detailed; ambiguous
C)Absolute; tentative
D)Ambiguous; greatly detailed

Question 25

Whenever possible, the interpretation of assessment results should involve the use of:

A)precise psychometric terms exclusively in order to present the results in a professional manner.
B)vague terms so that the client does not think the results are infallible.
C)descriptive terms that accompany the numerical scores to aid in the understanding.
D)only the numerical scores, as other information may confuse the client.

Question 26

Communication of testing or assessment results:

A)is a discrete activity separate from counseling.
B)should only be provided if asked for by the client.
C)should be an integral part of the counseling process.
D)is only provided upon completion of the counseling relationship.

Question 27

A mark of a good psychological report is it:

A)involves an overview of the client and a comprehensive interpretation of the assessment results.
B)contains a summary of intelligence, achievement, and personality testing.
C)concludes with both a DSM-IV Axis I and Axis II diagnosis.
D)could be understood by someone with an eighth-grade education.

Question 28

According to Finn's (2007) model of therapeutic assessment, findings that reframe or amplify the client's view of himself/herself are conceptualized at Level ____.

A)1
B)2
C)3
D)4

Question 29

The findings of Poston and Hanson's (2010) meta-analysis suggest that:

A)clients are generally dissatisfied with the assessment feedback they receive from counselors
B)psychological reports are typically written at a reading level that is too difficult for most clients
C)about 50% of clients do not attend feedback sessions with their counselors
D)a collaborative style of providing assessment feedback contributes to clients meeting their therapeutic goals

Question 30

Holistic rubrics are to analytic rubrics as ________________ is to _____________________.

A)reliability; validity
B)comprehensive performance assessment; individual-level performance assessment
C)formal assessment techniques; informal assessment techniques
D)authentic assessments; performance assessment

Question 31

Those clients who receive interpretation of test results tend to have a:

A)better counseling outcome than those who do not receive an interpretation.
B)better counseling outcome if the interpretation concerns academic issues.
C)more negative outcome unless the counselor is trained in personality assessment.
D)more negative outcome if the interpretation is given to a group rather than individually.

Question 32

Which of the following should a counselor not do when interpreting assessment results?

A)present the scores using standard error of measurement
B)use multiple methods of explaining the results
C)use precise statements when describing probabilistic results
D)present the results as being infallible

Question 33

A psychological report is:

A)a summary of psychological services provided to a client
B)the clinician's evaluation of the effectiveness of the counseling
C)a formal summary and discussion of assessment results
D)a case study of a client

Question 34

With performance and authentic assessment techniques, a major goal is to:

A)see if knowledge can be applied in appropriate situations.
B)thoroughly assess the student using many multiple-choice items.
C)use group assessment to determine how the individual will perform in a group.
D)focus on self-assessment where the examinees evaluate themselves.

Question 35

Which of the following is not a typical heading found in a psychological report:

A)Background Information
B)Behavioral Observation
C)Reliability and Validity Information
D)Summary

Question 36

When sharing assessment results with parents, counselors should keep each of the following in mind except:

A)counselors should try frame the family's response to the diagnosis into an active, coping approach
B)parents typically need to go over the assessment report only once in order to understand the results
C)parents may experience feelings of guilt, loss and/or sorrow in response to their child's diagnosis
D)parents may go through several stages in response to their child's diagnosis

Question 37

Clients tend to prefer that assessment results be interpreted:

A)in a group setting
B)individually
C)in a group setting for females and individually for males
D)in a group setting for personality tests but individually for career assessments

Question 38

Assessment results should be discussed:

A)in isolation of contextual factors so validity is not compromised.
B)in context with other client information to provide a comprehensive understanding.
C)only if the counselor is confident the client with easily understand the results.
D)if the results are very similar to the counselor's preexisting conceptualization.

Question 39

A short description of the symptoms, behaviors and/or circumstances that led to the evaluation should be included in which section of a psychological report?

A)Background Information
B)Reason for Referral
C)Assessment Results and Interpretations
D)Behavioral Observations

Question 40

If parents have a negative reaction to their child's assessment results indicating their child has a disability, the counselor should:

A)keep explaining the results to them until they feel more positive.
B)refer the parents for grief counseling.
C)monitor the situation so the child does not internalize the parents' reaction.
D)not do anything because it is natural for parents to have a negative reaction.

Question 41

The writing style of a good psychological report is typically:

A)specific and concrete.
B)vague and somewhat ambiguous.
C)declarative statements.
D)very technical so that only other professionals can understand it.

Question 42

The core of the psychological report is the _____________ section.

A)Background Information
B)Behavioral Observation
C)Assessment Results and Interpretation
D)Recommendations

Question 43

The section of the psychological report related to background information should:

A)be a very thorough description of the client's past.
B)be a one to two sentence overview of the client's background.
C)be written by the client and include what the client believes to be important.
D)include significant past events related to the assessment purpose.

Question 44

The section of the psychological report related to behavioral observations describes:

A)the behaviors of the examinee while the assessments are being conducted.
B)the typical behaviors of the examinee as reported by some other individuals.
C)the typical behaviors of the examinee as reported by the examinee.
D)the behaviors the client exhibited while the examiner shadowed him or her during a typical day

Question 45

A psychological report:

A)should never include recommendations.
B)should include recommendations.
C)should only include recommendations if the results are extraordinarily unusual.
D)may include recommendations for children but not adolescents or adults.
Discussion Questions