There are numerous benefits of computer-assisted testing. They can enhance test administration, scoring, interpretation, and integration. Test administration and scoring may be enhanced due to the standardization that is built in to computers. Another benefit is that each test taker receives the same presentation of test items and response sets. The availability of computerized testing devices allows people with a disabilities to complete tests with minimal assistance. This allows the test results to be more valid since there is less enteraction between takers and givers. Test scoring can also be simplified and enhanced due to reduced computational errors.
Test interpretation may be enhanced by providing the counselor with an expanded and consistent knowledge base to assist in the interpretation of test data. Computer-based test interpretation (CBTI) is typically based on research data and clinical experience. Roid and Gorsuch (1984) described four approaches to CBTI: 1) descriptive interpretations; 2) clinician-modeled interpretations (renowned clinician type); 3) clinician-modeled interpretations (statistical model type); and 4) clinical actuarial interpretations. Counselors can use CBTI to support or challenge their judgments about the nature of client problems and potentially effective intervention strategies.
Test integration may be enhanced by including computer-assisted instruction as part of CAT. Clients can be better prepared to use their test results by being mor...
The purpose of this paper is to examine various instruments utilized to provide counselors with the most accurate assessment in family, couple and individual counseling. Nonetheless, this paper will also explore the interventions that are most appropriate for this case study. As it will further bring a better sense of awareness to the techniques used in family assessments.
Butcher, James N. "Assessment in Clinical Psychology: A Perspective on the Past, Present Challenges, and Future Prospects." Clinical Psychology: Science and Practice 13(3)(2006): 205-209.
...h the inventory is very easy to use and is self explanatory, it’s seems important to evaluate when and why the test is being used with the client and how the results are going to benefit the client. Because the assessment is a self-report assessment, it’s so crucial to help the client understand how important an honest evaluation of their symptoms is to an accurate score.
Accommodations are testing changes or alterations for people with disabilities in educational settings (APA Task Force, 2017). Accommodations change the content or format of the test, to accommodate someone with a disability who would not be able to complete the measure of a normal test, but the construct being measured does not change (APA Task Force, 2017). Per the APA Task Force, “For some tests, the validity of unaccommodated results may be lower than accommodated results if the person with disability requires accommodations and they can be provided without fundamentally altering what is tested” (2017, Guideline 15). This means that tests without accommodations for specific disabilities, would be less valid then tests that accommodate those specific disabilities (APA Task Force,
Hood, A.B., & Johnson, R.W. (2007). Assessment in Counseling: A guide to the use of psychological assessment procedures (4th ed.). Alexandria, VA: American Counseling Association.
Case conceptualization explains the nature of a client’s problem and how they develop such problem ( Hersen, & Porzelius, p.3, 2002) In counseling, assessment is viewed as a systematic gathering of information to address a client’s presenting concerns effectively. The assessment practice provides diagnostic formulation and counseling plans, and aids to identify assets that could help the client cope better with concern that they are current. Assessment is present as a guide for treatment and support in the “evaluation process. Although many methods can be employed to promote a thorough assessment, no one method should be used by itself” (Erford, 2010, p.269-270). Eventually, it is the counselor's job to gain adequate information concerning the client and the client's presenting concerns to establish an effective treatment strategy. Using a combination of assessment techniques increases the likelihood of positive interventions and promotes successful treatment (Erford, 2010, p.271). A case conceptualization reflects how the professional counselor understands the nature of the presenting problems and includes a diagnostic formulation. Case conceptualization organizes assessment data into meaningful outline, applying research, and theory to make sense of client’s current problem.
Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results. In a single group post-test only design, possible confounds include the lack of a comparison group and the absence of an equivalent control group.
Students dread the time of the year when they stop with their course material and begin to prepare for test. Everyone is in agreement that some type of revolution is needed when it comes to education; eliminating standardized test will aid the reform. The need for standardized testing has proven to be ineffective and outdated; some leading educationalist also believe this because the tests do not measure a student’s true potential. This will save money, stop labeling, and alleviate stress in students and teachers.
Nelson-Gray, Rosemery O. "Treatment Utility Of Psychological Assessment." Psychological Assessment 15.4 (2003): 521-531. PsycARTICLES. Web. 12 Nov. 2013.
Interpreting The MMPI-2-RF included a vast amount of information about the reliability data in the MMPI-2-RF. For example, the scores on the Somatic/Cognitive Scales, Internalizing Specific Problems Scales, Externalizing Specific Problems Scales, and Interpersonal Scales amongst others were reliable based on test-retest correlations and internal consistency estimates in clinical studies. The empirical data offered by the Technical Manual shows strong and distinctive correlational findings, and consistent measures of the constructs the scales target. These findings provide strong evidence supporting the construct validity and reliability of the 51 Scales found in the MMPI-2...
Originally this category was titled technology and assessments, but I needed to make the category larger in scope to fit in some of the more “specialized” articles. This article was published by the American Association for the Advancement of Science in 2009 by Edy S. Quellmalz and James W. Pellegrino was simply titled, “Technology and Testing”. Although the focus of this work centered on large-scale testing, there was some helpful dialogue surrounding classroom-based assessments that proved useful. The main idea of this article was that besides the obvious advantage of quick, accurate scoring and feedback, technological applications can be used to provide “rich, authentic tasks that challenge the sorts of integrated knowledge, critical thinking, and problem solving seldom well addressed in paper-based tests” (Quellmalz & Pellegrino, 75). In other words, these two authors strongly feel technological based assessments are superior to paper-based assessments, and thus will yield greater results. They go on to say that this shift in assessment is a crucial part of 21st-century learning and will continue to improve and develop. Already this can be seen within districts as they struggle to implement the PARCC throughout their schools. In their discussion of classroom instructional uses of technology-based assessments, the authors reaffirm the benefits of formative assessments if they
Students with disabilities have problems with taking the FCAT as well, not having the audible, visual, or mobile capabilities that other students have, ...
(2007). For example, Criterion-Referenced Tests are the most common testing utilized by teachers in determining if their students have learned the content material being taught. This form of testing does not necessarily assist students with special needs because it does not determine true comprehension. However, there are alternative assessment approaches that can greatly benefit students with special needs.
In addition, with regards to clinical interpretations, there are 3 different theoretical approaches: The first approach is Behavioral and the intention for this is to seek a patient’s data based upon both, personal observations and direct reports. The interpretations are largely at levels 1 and 2 (Trull 2005). The second...
Standardized testing in the United States is not always a common practice. In the Mid-1800s, Horace Mann, an education reformist, developed a test to administer to a group of students. Its purpose was to determine how students were performing at their current level and whether they were capable of proceeding to a higher level of education, although the student’s success on the test had no negative repercussions. These tests were a necessity at that time because the idea of public education was still being molded and these tests were the only means by which student progress could be measured. Within 35 years of the first recorded examination in 1845, testing became the factor which determined whether students were able to be promoted to the next grade.