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Using Tests in CounselingEDCEP 815Role of Assessment in School CounselingPlease answer the following questions by Jeffrey Hernandez. Answers are to be typed and posted to the appropriate KSOL dropbox.Provide brief answers to the following questions:To answer questions 1-5 you should consult Baker & Gerler (Ch. 12).Baker & Gerler state, “…the only legitimate assessment function for school counselors are those used to achieve counseling goals.” Additionally, they reviewed a number of surveys that explored schools counselors’ use of tests and roles in testing in the schools. What are some of these “legitimate roles”/uses of tests? How do these roles/uses fit with your experiences? What are challenges that you find with these roles/uses? Would you add any roles/uses that were not addressed in the readings?From my review of chapter 12, some of the tests discussed are intelligence tests, personality inventories, substance abuse instruments, eating disorder inventories, depression assessments, achievement tests, and interest inventories. According to the authors survey school counselors roles in testing consisted of “(a) referring students to other professionals for additional testing when appropriate; (b) interpreting scores from tests/assessments and using the information in counseling; (c) reading about and being aware of ethical issues in assessment; (d) reading about and being aware of current issues involving multicultural assessment, the assessment of students with disabilities, and the assessment of language minorities; (e) synthesizing and integrating test and non-test data to make decisions about individuals; (f) reading variety of professional literature on topics such as the use of testing and assessment in school counseling and career counseling research; (g) communicating and interpreting test/assessment information to parents; (h) communicating and interpreting test/assessment information to teachers, school administrators, and other professionals; and (i) helping teachers use assessments and assessment information. These roles/uses fit with my experience because as a graduate student I have been introduced to item “c”, “d”, and “f” via course work in my training as a school counselor. Items “a”, “b”, “e”, and “i” were items I conducted while performing duties as a school counseling intern. These items were used because my function as a school counselor is to act with the student’s best interest in mind. Some challenges that I have found with these roles/uses is getting other professionals on-board. I believe this takes some time to build rapport and establishing competence. The truth is many seasoned educators feel prideful in their intervention strategies. I feel as if when these seasoned educators are hesitant to commit to your role when they know your training in the field is limited. Over time it becomes easier to achieve teacher buy-in, I just encourage new school counselors to not expect complete cooperation in the early stages of collaboration. What is meant by Goldman’s “failed marriage metaphor”? What contributed to his making this declaration? What are some of the ways that the profession responded to Goldman’s declaration? What can you do as a professional school counselor to address some of Goldman’s concerns?Goldman’s “failed marriage metaphor” refers to the relationship between tests and counseling failing. Goldman discusses this relationship because at the time our legislators passed bills to regulate certain aspects pertaining to the use of standardized tests. During this time period the courts also prohibited some established tests. I think this was a valid metaphor because we needed to reevaluate our assessments and their use in counseling. Counseling is a forever evolving profession and our assessments need to evolve with the changing times. Goldman made this statement in the 1970’s. During this time period assessments did not take into consideration items like cultural diversity, which affects an assessments validity and practicality. For some time the profession did not make any changes despite some of Goldman’s accurate statements, but after a while adjustments were made. As a professional school counselor I can increase awareness. Awareness is very important to me because if one is not aware, then they do not understand if and how an assessment can influence a students academic and career development. Doing some research on assessments validity, reliability, and norm groups are key pieces of information needed to ensure the assessment does not hurt or impact the student negatively. Baker & Gerler identify 5 testing domains (or what they refer to as “purpose categories”) that are relevant to many school counselors. Which of these do you currently have confidence to work with? Why? Which of these do you currently have little confidence to work with? Why? What are your experiences with each of these areas?The five purpose categories are intelligence, aptitude, achievement, interests, and personality. My experience in intelligence tests is “zero”. I have never taken nor facilitated intelligence testing, nor have I had the opportunity to work with students/families who want/need intelligence testing. I have taken multiple aptitude tests to include the ASVAB (used for military service), and the SAT which I needed for college admissions. I have yet to assist a student in these types of tests, but know I will gain much experience in this upcoming year as a high school counselor. I have taken many achievement tests while in my scholastic career and have assisted other educators in helping their students reach content mastery. I have taken interest inventories throughout my graduate schooling and have conducted a few with other students. I have taken personality measures but have not yet conducted any with a student. I feel a high level of confidence in working with students taking aptitude tests because I understand the test and the subcategories they measure. I have little confidence in work with intelligence tests because I have no experience in them. What is meant by the statement that standardized tests can lead to an invasion of privacy?According to the reading, those who feel that standardized tests can lead to an invasion of privacy generally object to item content or to required assessments. From my review of the chapter I could acknowledge the fact that some tests/assessments may present students with ideas or requests of information that parents may not want their children to consider. Some tests even ask students about partaking in activities like the use of cannabis (marijuana), alcohol, and sexual activity/ abstinence. Most of these tests are now voluntary, but the questions can potentially incriminate / upset our students. Compare and contrast the role of testing for school counselors in elementary schools vs. those in high schools?From my experience the role of testing for school counselors in elementary schools vs. those in high schools can be a difficult task. Students at the primary level are experiencing many different developmental milestones at different rates. This can be troublesome for school counselors when selecting assessments because the assessment must be developmentally appropriate. Many students with learning disabilities go undiagnosed in elementary school because assessments this early can be perceived by some as inappropriate. On the other hand, others say this is unfair to the student because modifications and accommodations necessary to even out the playing field are not in place because there is no diagnosis. Both very valid points and items elementary school counselors are faced with. At the high school level there is an increase in assessments that measure achievement, aptitude, intelligence, interests, and personality measures. I believe this role in testing at the high school level is very different because these tests/assessments are voluntarily. The majority of high school students engaging in these types of testing are making a conscious effort to propel themselves into positions at the post secondary level, or directly into a potential trade or workforce. High school counselors are tackling tasks that ensure all students are college and career ready by the time they graduate. High school counselors use tests to assist students in their upcoming transition period to adulthood. Despite “nay-sayers”, transition periods can be extremely difficult. In saying this, high school counselors assist students with short, and long-term personal/professional goals. The tests selected to help students achieve these goals must be developmentally appropriate and be both valid, and reliable. To answer questions 6-10 you should consult Podcast CAS035.( )What are the different ways that tests can be used in counseling, in general, and/or counseling in the schools, specifically?Tests can be used in counseling to help level the playing field for our students. Testing and assessments can also help school counselors and parents understand how their student learns. Assessments provide us with results and sometimes act as a third party, i.e. projected testing. After completing an assessment, de-briefing can be used to discuss student’s strengths and weaknesses. Knowing this can provide us with information that can assist us in making informed decisions that will help students achieve. What are the different areas/domains of testing that school counselors are likely to work with, e.g., career interests? How is information from these different types of tests used? or What decisions are informed by the results from these different types of tests?School counselors use testing domains in their work with multiple stakeholders on a daily basis. Some of the domains of testing include intelligence, aptitude, achievement, interests, and personality. Within these domains school counselors can explore career thought inventories, IQ tests, work value inventories, etc. School counselors can use these assessments to help clients understand their values, Holland Codes, and obstacles that interfere with learning. For example, personality tests can measure information about an individual’s characteristics. This information can help the school counselor as well as the student to better understand themselves and their thoughts / actions. Information from these tests can also be used to group students based on their abilities. Tests and assessment results can also help school counselors explore different activities that would aide in the students development and academic achievement. What skill sets do school counselors likely possess given their training and professional background that puts them in a unique position in terms of testing within school settings? In what ways can school counselors use these skill sets in the school settings when it comes to testing?The reality is that school counselors are a major resource for parents. As advocates for students and families we receive training to assist all students. Use of the MTSS model is vital in a comprehensive school-counseling program. By using test results, we can develop a curriculum that reaches all students. School counselors use their training and knowledge to help stakeholders developing skills and understand how to interpret assessment scores in a manner that is not belittling, but empowering. Some parents may not understand why their student is receiving individualized instruction. By using assessment results we can help parents better understand how to engage their child in ways that are more effective. What is required of school counselors in terms of knowledge of psychometrics and technical information about tests? How do you rate your skills and knowledge in these areas at this time?School counselors are required to know basic technical and psychometrics information about tests. Through our training we learn about reliability, validity, norm groups, and standard deviations. This is important because we use this information to interpret test results and make informed decisions. I would say my skills and knowledge in these areas is mediocre. I understand these terms and value assessment data, but I haven’t administered many assessments. The tests and assessments I have administered are strictly for career development. The psychometrics in tests is something that a school psychologist receives extensive training in. This is why a school psychologist administers mostly every test and assessment in the school buildings I have worked. Dr. Lambert stated that counselors could serve as “in-house stress management coaches” at the organization they work, and that they could administer screenings for stress, burnout and coping to their colleagues. What are your thoughts about this? How does this recommendation compare with the ethical and professional principles and standards of the school counseling profession? What are some alternative roles that school counselors could take that could benefit their colleagues, but that would be more consistent with their ethical and professional principles and standards?I think that school counselors can do everything that Dr. Lambert stated above, but this is not a good use of time for a school counselor. School counselors have a valuable tool called a use of time assessment. By using this assessment one can see that at least 80% of a school counselors time should be focused on direct and indirect services with students. These direct and indirect services include a comprehensive school counseling core curriculum, individual student panning, responsive services, etc. We can assist a fellow colleague in distress but this is not part of our responsibility to the organization we work for. Our primary goals as school counselors are to enhance the academic, social emotional, and career development of our students. This should be our main focus. If a colleague were in distress I would reach out to them and help them visit with a professional outside of the school setting. I would do this solely because we do not have sufficient time to properly aide our colleagues within the confines of a school. ................
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