Faculty Contact Information:
1. Telephone: to be given out in class. I live in France and the first two numbers indicate the country code and the following 0 is only used when calling within France. Otherwise, drop the first 0 when dialing. I have an answering machine and will be able to contact you within 24 hours within the week.
2. Email: My email address is: priceb@faculty.ed.umuc.edu. With the number of students in class writing to me about various issues, it may be helpful to include a summary of any previous correspondence to help my memory.
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Consultation:
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I can be contacted by either phone or email; otherwise, I'm available approximately one hour before and after each day of a class meeting at the classroom.
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Required Texts and Readings:
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American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Sperry, L., Carlson, J., and Kjos, D. (2002). Becoming an Effective Therapist. Boston: Allyn & Bacon. [Chs. 4-5 of this text, which is also used in PSYC 502, PSYC 714 and PSYC 734, will be covered in this class.]
Whiston, S. (2005). Principles & Applications of Assessment in Counseling. 2nd Ed. Belmont, CA: Brooks/Cole.
Zimmerman,M. (1994). Interview Guide for Evaluating DSM-IV Psychiatric Disorders & the Mental Status Examination. East Greenwich, RI: Psych Products Press.
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Supplementary Readings:
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Journal articles and case reading material will be provided in class or by email.
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Recommended Journals:
A lot of additional readings will come from journals devoted to the application of testing, such as Psychological Assessment, Educational and Psychological Measurement, or Measurement and Evaluation in Counseling and Development. Students, therefore, should be prepared to utilize the UMUC online library or some other database provider of peer-reviewed full-text journals. Other readings may be provided in the course content area.
Some possible journals to help with research in this class include:
Applied Measurement in Education
Applied Psychological Measurement
Assessment
Assessment for Effective Intervention
Assessment in Education: Principles, Policy & Practice
Educational and Psychological Measurement (EPM)
Educational Measurement, Issues and Practice
Journal of Educational Measurement
Journal of Psychoeducational Assessment
Measurement and Evaluation in Counseling and Development
Psychological Assessment
Review of Educational Research
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Course Description:
This course explores the basic concepts of quantifying behavior including validity, reliability, norms, and methods of expressing test scores statistically. The course examines theoretical and multicultural
issues in assessment and emphasizes standardized and non-standardized instruments, methods of communicating test results, and planning the school and non-school testing program. Practice in test interpretation is provided. As this course replaces GUCO 510, students may receive credit for only one of the following courses: GUCO 610, GUCO 510 or EDCP 615.
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Course Goals:
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This course is designed to enable students to become familiar with general theories of counseling as they apply to subjective assessment, tests and their measurement. It will assist students in preparing for the comprehensive exam and will prepare them for professional practice.
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Course Objectives:
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At the conclusion of the course, the student will be able to:
1. Respond to verbal and non-verbal behavior of clients so as to facilitate the process of assessment.
2. Identify and assess problems presented by the client.
3. Formulate counseling strategy appropriate to the client’s concerns and needs.
4. Use and interpret various interest inventories, aptitude tests, and other measures related to education and career choices.
5. Identify assessment limitations that stem from gender, multicultural, special needs clients, and other issues.
6. Demonstrate an enhanced self-awareness of personal strengths, interests, and abilities.
7. Demonstrate an understanding of the legal and ethical issues of assessment.
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Grading Information:
Grades for this course will be assigned as follows:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F 69% and Below
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
The following course tasks will include:
1. Exams (2 total; 40% of total points).
2. Mental Status Exam Exercises (10%).
3. Appraisal Reports (2 total; 20% of total points).
4. Final Project: Mock Testing Service Proposal (30% of total).
In general, it is not permissible to resubmit whole assignments done for another class as a fulfillment of these course requirements. However, portions of previous assignments may be considered acceptable. Students should confer with the instructor prior to submission to determine if such content would be acceptable.
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Description of Course Requirements:
Exams (2 total; 40% of total points). There will be a midterm and a non-comprehensive final exam that will each cover roughly one-half of the course and lecture materials, respectively. The exams will contain fifty multiple-choice items and will address equally the information presented in lectures and in the assigned readings. The instructor retains the privilege of reviewing the test items’ discrimination and difficulty indices to determine whether or not they should be retained and students’ test scores will be raised by the number of items not retained.
Mental Status Exam Exercises (10%). Following discussion on this topic, students will choose two vignettes that will be placed on reserve for review and write a brief (one page) mental status exam of the person.
Appraisal Reports (2 total; 20% of total points). Students will prepare two appraisal reports that include the purpose of the appraisal, the type of formal and informal information sought, the summary and interpretation of the result, and recommendations based upon the finding. The first of these reports will be a self-appraisal, based upon the tests assigned to you for to take during the first two weeks of class.
Final Project: Mock Testing Service Proposal (30% of total). This project requires that you imagine that you have just found your first counseling job after obtaining your degree from UMUC (congratulations!). Your supervisor decides that it would be helpful for your new work setting to have a testing service. You are asked to prepare a 15-20 page proposal that would describe how you would establish such a service for the purpose of persuading the appropriate funding authorities. Your proposal should begin with the description of the setting that includes the type of services provided, the population served, including relevant cultural and socio-demographic factors, and the type of appraisals required. You must include instruments from a minimum of four domains of formal assessment instruments that we cover in this course with a detailed review for each instrument with a rationale for their inclusion. One of your test reviews must be at least 8 typewritten pages that includes a minimum of six published references, formatted according to the APA Publication Manual, 5th edition. The following are some guidelines that you should consider when writing your report. Please note that not all categories will apply to each instrument, but note whether or not the information is unavailable or not applicable.
1. Exact title of appraisal instrument
2. Author
3. Publisher
4. Copyright date(s)
a. date first published
b. date(s) of revision(s)
c. date of version being reviewed
5. Description of stated purpose and use
6. Appropriate respondent characteristics (e.g., age, grade, reading level, mental abilities, or physical characteristics)
7. Available forms
8. Current cost information
9. Content
...a. categories assessed/measured
...b. types of items used
...c. type(s) of responses required
10. Administration procedures and requirements
11. Time factors and considerations
12. Administrator qualifications
13. Interpreter/user qualifications
14. Scoring options and procedures
15. Type(s) of scores derived/reported
16. Normative data
17. Validity information
18. Reliability information
19. Statistical information other than validity or reliability
20. Miscellaneous information
21. Your personal evaluation
...a. advantages for use in counseling or student development
...b. disadvantages for use in counseling or student development
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Course Schedule:
Course Schedule:
Tentative Outline
Weekend One (19/20 August):
Topic 1. Course overview; Nature and uses of appraisal
Topic 2. Legal, ethical, and cultural issues; Report writing
Topic 3. Behavioral & Psychosocial Appraisal; Mental Status Exam
Topic 4. Classical Testing Theory
Weekend Two (9/10 September):
Topic 5. Basic statistics for appraisal
Topic 6. Reliability
Topic 7. Validity
Topic 8. Appraisal of Intelligence; Midterm exam;
Weekend Three (23/24 September): Mental Health Testing
Topic 9. Appraisal of Intelligence
Topic 10. Appraisal of Aptitudes
Topic 11. Appraisal of Achievement; Last week to submit project draft for formative evaluation
Topic 12. Appraisal of Career Interests & Values; Appraisal reports due; Mental Status Exam Exercises due
Weekend Four (7/8 Oct):
Topic 13. Appraisal of Personality
Topic 14. Appraisal of Mental Health; Wrap-up; Final Examination; Final project due
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Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
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Faculty Bio:
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I am a Collegiate Professor, teaching both undergraduate psychology and graduate counseling classes for Maryland. I grew up in the Ozarks of Missouri and have all my degrees from Midwestern institutions (Central Missouri State, University of Kansas, and Iowa State University). This is my eighth year teaching for UMUC in the overseas division. My two major professional interests include the interface between mental health policy and law and cross-cultural issues in counseling and psychology.
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