Syllabus

COUN 520: Assessment in Counseling

Department of Leadership and Counseling
Eastern Michigan University
Summer 2008

Instructor: Suzanne M. Dugger, Ed.D.

Office: John W. Porter Building, Suite 304
Phone: (734)-487-7120, ext. 2688
E-Mail: emudugger@yahoo.com
Meeting Time
and Location: Mondays and Wednesdays ~ 4:40 p.m. – 7:20 p.m. ~ 214 Porter Building

Office Hours: Mondays and Wednesdays ~ 10:30 a.m. – 1:00 p.m.

Catalog Description:
This course is designed to provide a foundation for using assessment procedures in counseling.
Emphasis will be given to developing skill in using basic measurement concepts and qualitative and
quantitative assessment methods.

Required Prerequisites: [COUN 502 or COUN 503] and [COUN 592 or EDPS 667 or EDPS 677]

Course Goals and Objectives:

This course seeks to familiarize students with a foundation for using assessment procedures in
counseling. These assessment procedures include interviews, observations, norm-referenced tests, and
informal tests. Upon completion of this course, students will be able to demonstrate:

1. An understanding of the role of assessment in the overall counseling process;

2. An ability to identify assessment processes and procedures for specific situations and
populations;

3. Knowledge of basic statistical and measurement concepts;

4. Familiarity with a variety of cognitive, career and personality measures;

5. An ability to evaluate assessment resources in terms of reliability, validity, and

relationships to age, race, gender, and ethnicity;

6. Ability to properly select, administer and interpret assessment tools in counseling;

7. Skills for accurately and ethically interpreting assessment information to clients,

colleagues, parents, administrators, and other appropriate individuals and groups; and

8. An understanding of professional and ethical issues in assessment.

Textbook and Other Required Readings/Materials:

 E-College Website Readings as assigned in class

 Standardized Testing Materials ($50.14 payable to COE Clinical Suite)
 Subscription to LiveText (if not already subscribed)
 Whiston, S.C. (2005). Principles and applications of assessment in counseling (2nd ed.).
Belmont, CA: Thomson Brooks/Cole.

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Textbook and Other Required Readings/Materials (continued):

Standardized Testing Materials:

As part of this course, you will take and receive results for six different standardized tests: the
Beck Depression Inventory, the Millon Clinical Multiaxial Inventory, the Myers Briggs Type
Indicator, the Occupational Stress Inventory, the Scholastic Level Exam, and the Strong Interest
Inventory. The costs for consumable materials associated with these assessments total to
$50.14. You will need to bring a check in this amount made payable to the COE Clinical Suite.
Checks are due no later than July 2, 2008.

LiveText Subscription:
This is an internet based subscription service that collects student data for aggregate assessment
purposes and is being used for accreditation purposes by the College of Education and EMU.
This software is currently being used for assignment submission, artifact collection, standards
integration, and student assessment in EMU's educator preparation programs. As part of the
accreditation data collection process for the Counseling Program, you will be submitting your
standardized test paper via LiveText. There is a one time cost that will suffice for your
membership through the program. To subscribe, go to http://www.emich.edu/coe/livetext/. This
subscription will be active for all the time you are a student in the program. Help and answers can
be found at http://www.emich.edu/coe/livetext/students/index.html.  

Assignments:

1. Midterm Examination (Point Value = 20)

There will be an on-line midterm exam. The exam will cover all assigned readings and
lecture notes for classes 1-5. It will involve multiple choice, short answer, and essay
questions. (Due 7/16/08)

2. Library Assignment (Point Value = 10)

You will be required to complete a library assignment following our class visit to the
library. This assignment will allow you the opportunity to independently utilize the library
reference materials to locate published test reviews/critiques of published psychological
tests. (Due 7/21/08)

3. Standardized Test Paper (Point Value = 40)

As part of this course, you will be taking and receiving results for six different
standardized tests. For this assignment, you will select one of these tests and prepare a
paper about it. The paper should address selection criteria; psychometric properties;
norming samples and multicultural considerations; expert reviews of the test; and
information about the administration, scoring and interpretation of the test. (Due 7/30/08)

4. Final Examination (Point Value = 30)

There will be an in-class final examination, with no notes allowed. The exam will cover all
assigned readings and lecture notes for the semester. It may include multiple choice,
short answer, and essay questions. (Due 8/6/08)

Other Requirements:

1. Attendance and Participation

Please make every effort to attend class every session. Your attendance and participation
in this class is highly valued and essential to your learning. As such, absences will be
penalized by 2 points per class session missed. An absence is defined as missing more
than 30 minutes of any given class session. These points will be lost if you are more than
30 minutes tardy, leave more than 30 minutes early, or miss the entire class session.
Missing more than 6 points for attendance will result in failure in this class.

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Other Requirements (continued):

2. Timely Submission of Assignments

Assignments are to be submitted via the eCompanion drop box prior to class on the due
date for the assignment. No credit will be given for late assignments unless the instructor
has granted an extension at least 24 hours in advance of the due date.

3. Professional and Ethical Behavior

Students are expected to behave in accordance with the Code of Ethics of the American
Counseling Association. The penalty for unethical or unprofessional behavior will include
failure in this course and may also include dismissal from the Counseling Program and the
University.

4. Academic Honesty and Integrity of Scholarship1:

Eastern Michigan University expects its students to use resources with consideration for
ethical concerns and legal restrictions. The principles of truth and honesty are recognized
qualities of a scholar and of a competent, purposeful and ethical individual. I expect
students to honor these principles. Academic and professional integrity refers to the
representation of one’s self and one’s work honestly, while demonstrating respect for the
accomplishments and contributions of others.

a. Graduate students may not use materials, such as books or notes, or consult with
other individuals in the completion of an examination or an assignment unless
specifically authorized to do so.
b. Graduate students must appropriately credit the sources of materials and ideas,
published or not. Failure to acknowledge the works of others implies that the work is
one’s own. The APA Publication Manual should be used to guide such citations.
c. Graduate students must follow the ethical and legal guidelines established for
copyrighted materials.

According to the EMU Conduct Code and Judicial Structure for Students and Student
Organizations,
Students are not to engage in any form of academic dishonesty including, but not limited to,
plagiarism, alteration of records, substitution of another’s work representing it as the student’s
own, and knowingly assisting another student in engaging in such activity. For purposes of this
section, plagiarism is defined as the knowing use, without appropriate approval, of published
materials, expressions, or works of another with intent to represent the material(s) as one’s
own (Graduate Catalog, p. 281).

All students at the graduate level are expected to fully understand how to avoid plagiarism.
Any student who plagiarizes, intentionally or unintentionally, or who engages in
other forms of academic dishonesty will fail this course and may also be dismissed
(expelled) from the Counseling Program and the University.

Additional EMU Expectations and Regulations:

1. Classroom Conduct
Students are expected to abide by the Student Conduct Code and assist in creating an
environment that is conducive to learning and protects the rights of all members of the
University community.  Incivility and disruptive behavior will not be tolerated and may
result in a request to leave class and referral to the Office of Student Judicial Services
(SJS) for discipline. Examples of inappropriate classroom conduct include repeatedly
arriving late to class, using a cellular telephone, or talking while others are speaking. You
may access the Code online at www.emich.edu/sjs.

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This language has been excerpted and modified with permission from the syllabus of Denise Verner at Oakland University.

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Additional EMU Expectations and Regulations (continued):

2. Students with Disabilities

If you wish to be accommodated for your disability EMU Board of Regents policy #8.3
requires that you first register with the Access Services Office (ASO) in room 203 King
Hall. You may contact ASO by telephone at (734) 487-2470. Students with disabilities
are encouraged to register with ASO promptly as you will only be accommodated from the
date you register with them forward. No retroactive accommodations are possible.

3. F and J International Students

The Student Exchange Visitor Information System (SEVIS) requires F and J students to
report the following to the Office of International Students, 229 King Hall within ten (10)
days of the event:
 Changes in your name, local address, major field of study, or source of funding.
 Changes in your degree-completion date
 Changes in your degree-level (ex. Bachelors to Masters)
 Intent to transfer to another school

Prior permission from OIS is needed for the following:

 Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours
 Employment on or off-campus
 Registering for more than one ONLINE course per term (F-visa only)
 Endorsing I-20 or DS-2019 for re-entry into the USA

Failure to report may result in the termination of your SEVIS record and even arrest and
deportation. If you have questions or concerns, contact the OIS at 487-3116, not your
instructor.

Grade Calculation2:

Assignment Point Value Due Date

1. Midterm Examination 20 points 7/16/08

2. Library Assignment 10 points 7/21/08
3. Standardized Test Paper 40 points 7/30/08
4. Final Examination 30 points 8/6/08

Total 100 points

93% A
90% A-
87% B+
83% B
80% B-
77% C+
73% C
70% C-
<70% E

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Assumes no loss of points for academic dishonesty, attendance, participation, or professional and
ethical behavior.
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Tentative Course Outline:

Reading3 and
Unit Date Preview Topics
Assignments4

1 6/30/08 Assessment is just a fancy word for Orientation and Overview Chapters 1 & 14
testing, right? What will this class 4 Pillars of Assessment
involve? Ethical Issues and Assessment

2 7/2/08 Get a feel for being tested. Standardized Test Administration Chapters 2 & 6
Interviews aren’t just for jobs… Interviews and Observations

3 7/7/08 Statistics isn’t a four letter word. Introduction to Testing Chapters 3 & 4
Descriptive Statistics

4 7/9/08 Psychometrics: Understanding the Quantitative Measurement Chapters 3 & 4

statistics necessary for effectively Concepts
selecting, scoring, and interpreting
tests!

5 7/14/08 So now that I understand Test Location and Selection Chapters 5 & 13
psychometric issues, how do I select
the best test to use? How do I find an Library Visit
expert review in the MMY?

6 7/16/08 Personality? Uh oh! I’m not sure I “Normal” Personality Assessment Due: Exam
have one....  Myers Briggs Type Indicator Chapter 10

7 7/21/08 What tests can help me identify and

Personality Assessment and
measure personality and mental Due: Library
health problems? Diagnosis Assignment
 Beck Depression Inventory
Chapter 12
 Millon Clinical Multiaxial
Inventory

8 7/23/08 Relationships! Can’t live with them, Couple and Family Assessment Chapter 11
can’t live without them…

9 7/28/08 Aptitude. Achievement. Ability. Cognitive Assessment Chapters 7 & 8

Intelligence. What’s it all mean?  Scholastic Level Exam

10 7/30/08 How do I figure out what kind of job is Career Assessment – Part 1 Chapter 9
right for me?  Strong Interest Inventory Due: Paper

11 8/4/08 Help! I hate my job! Career Assessment – Part 2

 Occupational Stress Inventory

12 8/6/08 Time to show what I know! Final Examination Due: Exam

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Reading Assignments are to be completed by the day for which they are assigned. Content from the
reading may be included on the final exam regardless of whether it is also covered in class discussions/lecture.
4
Assignments are to be submitted via the eCompanion drop box prior to class on the due date for the
assignment. No credit will be given for late assignments unless the instructor has granted an extension at least
24 hours in advance of the due date.
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Selected References:

American Association for Counseling and Development. (1989). The responsibilities of users of
standardized tests. AACD/AMECD policy statement: The RUST statement revised. Alexandria,
VA: Author.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.).
[Text Revision]. Washington, DC: Author.

Anastasi, A. (1988). Psychological testing. (6th ed.) New York: Macmillan.

Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests.
Journal of Counseling and Development, 70, 610-616.

Brown, L.S., & Ballou, M. (1992). Personality and psychopathology: Feminist reappraisals. New York:
Guilford Press.

Chernin, J., Holden, J.M., & Chandler, C. (1997). Bias in psychological assessment: Heterosexism.
Measurement and Evaluation in Counseling and Development, 30, 68-77.

Drummond, R.J. (2000). Appraisal procedures for counselors and helping professionals (4th ed.).
Englewood Cliffs, NJ: Merrill.

Edelman, S. (1996). A review of the Wechsler Intelligence Scale for children-third edition (WISC-III),
Measurement and Evaluation in Counseling and Development, 28, 219-224.

Elmore, P.B., Ekstrom, R.B., Diamond, E.E., & Whittaker, S. (1993). School counselors' test use patterns
and practices. The School Counselor, 41, 73-80.

Fraser, S. (Ed.). (1995). The bell curve wars: Race, intelligence, and the future of America. New York,
NY: Basic Books.

Garbarino, J., Stott, F.M., and the Faculty of the Erikson Institute. (1992). What children can tell us:
Eliciting, interpreting, and evaluating critical information from children. San Francisco: Jossey-
Bass.

Gelberg, S., & Chojnacki, J.T. (1996). Career and life planning with gay, lesbian, & bisexual persons.
Alexandria, VA: American Counseling Association.

Gould, S.J. (1981). The mismeasure of man. New York: W.W. Norton.

Grossman, R.J. (1994). Keys to more effective college counseling: Suggestions from the field. The
School Counselor, 41, 281-286.

Hood, A.B., & Johnson, R.W. (2002). Assessment in counseling: A guide to the use of psychological
assessment procedures (3rd ed.). Alexandria, VA: American Counseling Association.

Kapes, J.T. & Mastie, M.M. (1988). A counselor's guide to career assessment instruments (2nd ed.).
NCDA.

Kapes, J.T. & Vansickle, T.R. (1992). Comparing paper-pencil and computer-based versions of the
Harrington-O'Shea career decision-making system. Measurement and Evaluation in Counseling
and Development, 25, 5-13.

King-Thomas, L., & Hacker, B.J. (1987). A therapist’s guide to pediatric assessment. Boston: Little, Brown
and Company.
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Lissitz, R.W., & Schafer, W.D. (1993). Mandatory testing: Issues in policy-driven assessment. (Special
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Lyman, H.B. (1991). Test scores and what they mean (5th. ed.). Englewood Cliffs, NJ: Prentice Hall.

Maeroff, G.I. (1991). Assessing alternative assessment. Phi Delta Kappan, 73, 272-282.

Prediger, D.J. (1993). Multicultural assessment standards: A compilation for counselors. Measurement
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Upcraft, M.L., & Schuh, J.H. (1996). Assessment in student affairs: A guide for practitioners. San
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