Article Measurement and Evaluation in Counseling and Development Volume 42 Number 1 April 2009 31-45 2009 The Author(s) 10.1177/0748175609333561...
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Application Assignment: Ethics and Legal Issues in AssessmentOverview

Consider the following statement from the International Test Commission:

A competent test user will use tests appropriately, professionally, and in an ethical manner, paying due regard to the needs and rights of those involved in the testing process, the reasons for testing, and the broader context in which the testing takes place. This outcome will be achieved by ensuring that the test user has the necessary competencies to carry out the testing process, and the knowledge and understanding of tests and test use that inform and underpin this process.

Unfortunately, competency is not the criteria used throughout the United States to provide testing privileges to counselors to conduct assessment related activities. As a counselor-in-training, it is important for you to understand the scope of practice for professional counselors with regard to testing and assessment.


Directions

Read your textbook chapters, the AARC multicultural assessment standards, and the article by Naugle (2009).  Also, visit your state licensure board website and review your state law for assessment-related scope of practice guides. To prepare for this assignment. You are to reflect on the following questions as part of this assignment (one or two pages).

1.    The Naugle article is the most recent journal article that delineates state by state legal issues related to counselors’ rights to test. There have been some significant changes in laws since 2009 with regard to assessment practice. What changes (if any) are related to your state? Discuss the changes and the current scope of practice for counselors in your state with regard to assessment.

2.    How is the International Test Commission statement on test user competency similar to or different from your state law?

3.    Discuss at least three points from the Multicultural Assessment Standards that stood out to you as you learn about assessment.

4.    Discuss at least two other ethical and legal considerations that stood out from your textbook material.

5.    Reflect on your learning experience related to competency, ethics, legal issues, and cultural competence in assessment (1-2 paragraphs).

3 Attachments
31 Measurement and Evaluation in Counseling and Development Volume 42 Number 1 April 2009 31-45 © 2009 The Author(s) 10.1177/0748175609333561 http://mec.sagepub.com Counseling and Testing: What Counselors Need to Know About State Laws on Assessment and Testing Kim A. Naugle Eastern Kentucky University, Richmond This article discusses testing in counseling, the history of psychology’s attempts to restrict access to testing, and the potential impact on the public. Counselors are encouraged to obtain appropriate training in assessment and to understand that testing is not only consistent with fair testing policies but also essential for ethical practice. Keywords: testing; assessment; state law; fairness; ethical C ounselors are often uncertain about the role that assessment—particularly, testing—should play in their practice. Regard- less of the setting in which they work or their specialization area, counselors need to be aware of the ethical and legal role that assessment plays in their professional prac- tice. Counseling assessment, including various forms of testing, has always been interwoven within the counselor’s role. In The Standards for Educational and Psychological Testing , the American Educational Research Association, American Psychological Asso- ciation, and the National Council on Measure- ment in Education (1999) define assessment as “any method used to measure characteristics of people, programs, or objects” (p. 2). Counseling assessment includes several types of measurement instruments and tools, many of which have been in use for several centuries. For instance, proficiency testing was evident in China as early as 2200 B C E (Cohen & Swerdlik, 1999). The true launch of testing, as viewed in modern times, came in the 19th century with the work of Francis Galton, who is credited with formulating such assessment tools as questionnaires, rating scales, and self-report inventories. Galton strongly influenced American psychologist James Catell, among others; in fact, it was Catell who coined the term mental test . Other contributors to counseling assess- ment include Alfred Binet, who began work with what has become the modern form of intelligence tests, and L. M. Terman, who translated Binet’s work into the Stanford– Binet Intelligence Test. The Army Alpha and Army Beta group that administered intelligence tests following World War I were also major contributions, as was the first publication of the Mental Measurement Yearbook , in 1939, which marked the beginning of a resource for identifying and evaluating assessment instruments. Other significant contributions include Hathaway and McKinley’s Minnesota Multiphasic Personality Inventory (developed in the early 1940s), minimum competency testing Author’s Note: Correspondence concerning this article should be addressed to Kim A. Naugle, College of Education, Eastern Kentucky University, 521 Lancaster Avenue, Combs Room 420, Richmond, KY 40475; e-mail: [email protected] Article
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32 Measurement and Evaluation in Counseling and Development (in the 1970s), and the current use of computer appraisals, as well as updated revisions of past inventories. Authentic testing is one of the assessment movements of the 1990s that continues to influence the field of educational assessment. It has strongly influenced the testing practices of teachers and school systems in particular in assessing the academic progress of stud- ents. Rather than rely on annual achievement tests to assess students, the teachers compile student portfolios to provide a more inclusive source of measurement (Whiston, 2000). This movement has been a major force in assessment in Kentucky schools as part of the Kentucky Educational Reform Act—first with the Kentucky Information Results Infor- mation system and now with Common wealth Accountability Testing System (Kentucky Department of Education, 2000). As testing practices and assessment tools have developed and evolved throughout the last century, so has the need for their availability and the availability of trained professionals to administer, score, and inter- pret the results. Counselors and other mental health professionals with the appropriate training and competency in assessment have become increasingly important in filling this need. Assessment is not just used for gathering data for doctoral studies and publications; it is a tool through which counselors, clinicians, and other mental health professionals are able to measure such human constructs as emotion, intelligence, personality, self-esteem, and aptitude. These constructs are not always directly and conclusively evaluated by obser- vation and interview alone—that is, counselors and other qualified professionals can perform other forms of assessment (e.g., tests). Whiston (2000) described that behavior is sampled in many ways including how individuals speak and respond to questions and that, when they take a test, it is a sample of their behavior in that instant only. By assessing these samples of human behavior, the professional is better equipped to evaluate, define, and diagnose the client’s problem; develop and implement effective treatment plans; and have a gauge to rate the counseling process. Test Publisher–Recommended Qualifications of Test Users Test publishers have designated different levels of responsibility for monitoring the competencies of those who purchase and utilize assessment instruments. The Psycho- logical Corporation (n.d.), for example, has issued four levels of competency for individ uals, organizations, and agencies who are interested in purchasing tests— specifically, Levels A, B, C, and Q. Level A tests currently require no qualifications relating to purch ase. Level B requirements include a master’s degree in either psycho- logy or education, appropriate training in assessment, or mem bership in a professional association that requires assessment training. Level C quali fications include a doctorate in psychology or education, the appropriate training in assessment, or the validation of licensure/certification that requires the professional to have the appropriate training and experience in counseling assessment. Level Q purchase qualifications specify a background relative to the testing purchase, as well as training in the ethical use, administration, and inter pretation of tests. This leveling process requires completion of a qualifications form for all levels, as well as the professional’s attesting to having the training in assessment as mandated by the guidelines listed in the Standards for Educational and Psychological Testing (American Psychological Association, American Educational Research Associa tion, & Nat- ional Council on Measurement in Education, 1999). These guidelines state that it is
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Running head: INSERT ABBREVIATED TITLE HERE 1 This is the Title of My Assignment My Name CNDV 5334 Measurement and Assessment University
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Insert your header here by using “Insert” then “Header” then “Edit” Repeat Your Title Here This is where you introduce the purpose and format of the paper (Note that you do not  type “Introduction”). Keep in mind that each section you create (under each subheading you  create) will need at least one paragraph (i.e. a minimum of three sentences).  Assessment Laws as they Relate to My State Here is where you will discuss the first point in your application. The Naugle article is  the most recent journal article that delineates state by state legal issues related to counselors’  rights to test. There have been some significant changes in laws since 2009 with regard to  assessment practice. What changes (if any) are related to your state? Discuss the changes and the current scope of practice for counselors in your state with regard to assessment. Comparing the International Test Commission Statement to My State Law Here is where you will discuss the next point in your application. How is the International Test  Commission statement on test user competency similar to or different from your state law? Multicultural Assessment Standards Here is where you will discuss at least three points from the Multicultural Assessment  Standards that stood out to you as you learn about assessment.  Point One (feel free to rename this header) Here is where you will discuss this point. Point Two (feel free to rename this header) Here is where you will discuss this point. Point Three (feel free to rename this header) Here is where you will discuss this point. 2
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CNDV 5334: Measurement and Assessment Applicaton AssignmenT: EThics and Legal Issues in AssessmenT Overview Consider the following statement from the InternaTonal ±est Commission : A competent test user will use tests appropriately, professionally, and in an ethical manner, paying due regard to the needs and rights of those involved in the tesTng process, the reasons for tesTng, and the broader context in which the tesTng takes place. ±his outcome will be achieved by ensuring that the test user has the necessary competencies to carry out the tesTng process, and the knowledge and understanding of tests and test use that inform and underpin this process. Unfortunately, competency is not the criteria used throughout the United States to provide tesTng privileges to counselors to conduct assessment related acTviTes. As a counselor-in-training, it is important for you to understand the scope of pracTce for professional counselors with regard to tesTng and assessment. Directons Read your textbook chapters, the AARC mulTcultural assessment standards, and the arTcle by Naugle (2009). Also, visit your state licensure board website and review your state law for assessment-related scope of pracTce guides. ±o prepare for this assignment. You are to reFect on the following quesTons as part of this assignment (one or two pages). 1. ±he Naugle arTcle is the most recent journal arTcle that delineates state by state legal issues related to counselors’ rights to test. ±here have been some signi²cant changes in laws since 2009 with regard to assessment pracTce. What changes (if any) are related to your state? Discuss the changes and the current scope of pracTce for counselors in your state with regard to assessment. 2. How is the InternaTonal ±est Commission statement on test user competency similar to or di³erent from your state law? 3. Discuss at least three points from the MulTcultural Assessment Standards that stood out to you as you learn about assessment. 4. Discuss at least two other ethical and legal consideraTons that stood out from your textbook material. 5. ReFect on your learning experience related to competency, ethics, legal issues, and cultural competence in assessment (1-2 paragraphs). References: Naugle, K. A. (2009). Counseling and tesTng: What counselors need to know about state laws on assessment and tesTng. Measurement And EvaluaTon In Counseling And Development , 42 (1), 31-45. doi:10.1177/0748175609333561 Websites: Page 1 of 2
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CNDV 5334: Measurement and Assessment The American Counseling Associaton has a direc±ory of all s±a±e licensure board websi±es a±: h²p://www.counseling.org/knowledge-cen±er/licensure-requiremen±s/s±a±e-professional- counselor-licensure-boards Page 2 of 2
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