ecn530 | Graduate

Student Assessment And Evaluation In School Counseling

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This course is designed to provide the school counselor with a foundation of knowledge in psychometric principles necessary to facilitate educational counseling decisions. Historical, ethical, and legal issues regarding assessment are examined, and common testing instruments are reviewed. Administration, scoring, and interpretation of standardized tests are described, and psychometric principles necessary for the development, interpretation, and selection of assessment instruments are presented. The purposes of assessment are considered for guidance placement, planning, and accountability in the educational counseling setting.

This graduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Administration, Scoring, and Interpretation of School Assessments

    • Demonstrate competence when using direct interviewing techniques and direct observation techniques.
    • Describe strict adherence to standard procedures when administering standardized tests.
    • Demonstrate the communication of test results to parents and students.
    • Develop the ability to make recommendations based on test results and other assessment data.
    • Interpret and integrate information obtained from the results of several assessment instruments in order to make recommendations.

    Psychometric Principles Necessary for Selection, Evaluation, Construction, and Interpretation of Standardized Tests

    • Analyze the meaning of standardized scores and normative procedures.
    • Explain the concepts and principles of validity and reliability as used in testing.

    Assessment Limitations, Bias, and Alternatives

    • Identify tests that have been developed to accommodate individual limitations.
    • Identify examples of personal bias, abuse, and misuse of test results.
    • Evaluate alternatives to testing.
    • Explain concepts related to the social, ethical, and legal aspects of assessment.
    • Identify areas of cultural and gender differences that influence test results.

    Placement, Planning, Prediction, and Accountability as a Result of Test Analysis in the Educational and Counseling Settings

    • Explain the use of tests to predict future performance.
    • Analyze criteria required to place students in programs such as Section 504, enrichment programs, and other current programs.
    • Select an appropriate assessment instrument that meets school counseling needs.

    Historical and Theoretical Perspectives of Assessment

    • Describe the history and the development of mental ability measurement.
    • Explain the influences of theory on the development of assessment instruments.

    Overview of Various Types and Purposes of Tests, Ratings, Observations, and Other Evaluative Instruments

    • Explain the necessity of using evaluative measures for making educational decisions.
    • Distinguish the purposes of a variety of assessment instruments.
    • Describe various categories and types of tests.
    • Demonstrate the ability to obtain description, evaluation, and other information about assessment from various sources.
    • Describe criteria required to place students in special programs.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.