Deck 7: Selecting Administering Scoring and Communicating Assessment Results

Question 1

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

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

Answer 1

C

Question 2

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

Answer 2

B

Question 3

​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.

Answer 3

A

Question 4

​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 5

​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 6

​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.

Question 7

​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 8

​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 9

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 10

​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 11

​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 12

​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 13

​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 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

​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 17

​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 18

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.

Question 19

​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 20

​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 21

​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 22

​What might happen if test results are not communicated effectively or clients misperceive them?

Question 23

What are some of the benefits of using a performance assessment, instead of a paper-and-pencil test? Give some examples of situations in which or individuals with which you would choose to use a performance assessment.

Question 24

​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.

Question 25

What are your thoughts about counselors having to be cautious and scrutinize the procedures that instrument developers use in constructing the instrument - i.e., the ultimate responsibility for appropriate use of an instrument rests with the counselor? Why is this important for counselors to take into consideration?

Question 26

Discuss the process of selecting an assessment instrument. What do you think are some of the steps commonly overlooked by practitioners? Is this a result of ignorance or negligence?

Question 27

​What is a psychological report? What are the components? Who writes the report and who interprets the reports for the client? What are the tips to keep in mind when evaluating the report?

Question 28

​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 29

​The core of the psychological report is the _____________ section.

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

Question 30

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.