This document outlines the course information, instructor details, class schedule, learning outcomes, materials, and assignments for an online Psychological Testing course. The course will introduce students to frequently used tests of aptitude, interest, and personality. Key topics include historical perspectives on assessment, risk evaluation procedures, standardized and non-standardized testing, reliability and validity, assessment use for various purposes, and addressing diversity in assessment. Assignments include weekly discussion posts, a reaction paper involving self-administering and interpreting a clinical assessment tool, and a Key Performance Indicator assessment plan paper. The goal is for students to understand assessment from various perspectives and apply their knowledge to evaluation.
2. Professor: Noreen Ariel Commella
Email: [email protected]
III. Class Schedule and Location
Day Date Time Location Building/Room
01/06/2020 - 05/03/2020 On-line Course Online Venue-
CANVAS
IV. Course Description
This course surveys frequently used tests of aptitude, interest,
and personality. Test content, purpose,
psychometric properties, administration, and scoring procedures
are compared and evaluated. Issues of
test use with culturally diverse populations are addressed.
Prerequisite: PYCL 0507.
V. Learning Outcomes
1) Understand historical perspectives concerning the nature and
meaning of assessment.
2) Understand methods of effectively preparing for and
conducting initial assessment meetings.
3) Understand "procedures for assessing risk of aggression or
danger to others, self-inflicted harm or
suicide” and the “use of assessments for diagnostic and
intervention planning purposes.”
4) Understand basic concepts of standardized and non-
standardized testing, norm-referenced and criterion-
referenced assessment, and group and individual assessments.
5) Understand statistical concepts, including scales of
measurement, measures of central tendency, indices
of variability, shapes and types of distributions, and
correlations.
6) Understand reliability and validity in the use of assessments.
7) Understand use of assessments relevant to
academic/educational, career, personal, and social
development.
3. 8) Understand use of environmental assessments and systematic
behavioral observations.
9) Understand use of symptom checklists, personality, and
psychological testing and the use of assessment
results to diagnose developmental, behavioral, and mental
disorders.
10) Understand ethical, culturally and developmentally relevant
strategies for selecting, administering, and
interpreting assessment and test results.
Relevant Accreditation Standards Met:
Course
Objective
CACREP
Standard*
Content/Assignments
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https://appcentral.nova.edu/app/syllabi/#
https://appcentral.nova.edu/app/syllabi/#
1 2. F. 7. a. Article: Carson, J. (2014). Mental testing in the
early twentieth
century: Internationalizing the mental testing story.?History of
Psychology,?17(3), 249-255.
2 2. F. 7. b. KPI Assignment: Assessment Plan
3 2. F. 7. c. KPI Assignment: Assessment Plan
3 2. F. 7. e. Article: Youngstrom, E., Choukas-Bradley, S., &
Calhoun, C. (2015).
4. Clinical guide to the evidence-based assessment approach.
Cognitive
and Behavioral Practice, (22), 1, 20-35.
4 2. F. 7. f. KPI Assignment: Assessment Plan
5 2. F. 7. g. KPI Assignment: Assessment Plan
6 2. F. 7. h. KPI Assignment: Assessment Plan
7 2. F. 7. i. KPI Assignment: Assessment Plan
8 2. F. 7. j.? Article: Astin, A. W., & Holland, J. L. (1961).
The environmental
assessment technique: A way to measure college environments.?
Journal of Educational Psychology,?52(6), 308-316.
9 2. F. 7. k. Article: Edens, J. F., Cox, J., Smith, S. T.,
DeMatteo, D., & Sörman,
K. (2015). How reliable are psychopathy Checklist–Revised
scores
in canadian criminal trials? A case law review. ?Psychological
Assessment,?27(2), 447-456.
9 CMHC 1. e? KPI Assignment: Assessment Plan
9 2. F. 7. l Article: Bastiaens, T., Claes, L., & Greiff, S. (2018).
Dimensional
assessment of personality disorders: Diagnosing tony soprano,
norman
bates, hercule poirot, and carol beer through the DSM-5
AMPD.?
European Journal of Psychological Assessment,?34(5), 291-294.
10 2. F. 7. m.? KPI Assignment: Assessment Plan
* Clinical Mental Health Counseling Concentration only
5. MCAP: Certified Master’s Level Addiction Professional
applicants must complete and document to the
Florida Certification Board (FCB) that they have a minimum of
350 hours of content specific training, with
minimum hour requirements for each content specific domain.
This course will provide a total of 45 hours
in the following domains:
MCAP Domain 1 - Clinical Evaluation: 35 hours
MCAP Domain 4 - Case Management and Referral: 10 hours
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by
examining a combination of knowledge and
skills. Key performance indicators are course tasks, activities,
or assignments selected by faculty to assess
student learning in core content areas of the counseling
curriculum. Key performance indicators are
measured multiple times and at different points in time during
the student’s master’s program.
This course has been identified as fulfilling one of the eight
core content areas of the counseling
curriculum, Assessment and Testing. The following content area
objectives are addressed within this
course via the designated Key Performance Indicator task
described below.
2. Understand methods of effectively preparing for and
conducting initial assessment meetings.
3. Understand "procedures for assessing risk of aggression or
danger to others, self-inflicted harm or
suicide” and the “use of assessments for diagnostic and
intervention planning purposes.”
7. Understand basic concepts of standardized and non-
standardized testing, norm-referenced and
6. criterion-referenced assessment, and group and individual
assessments.
Generated: 3/20/2020 Page 2 of 13
8. Understand statistical concepts, including scales of
measurement, measures of central tendency,
indices of variability, shapes and types of distributions, and
correlations
9. Understand use of assessments relevant to
academic/educational, career, personal, and social
development.
10. Understand use of environmental assessments and
systematic behavioral observations.
Relevant Accreditation Standards Met by KPI Assignment:
Course Objective CACREP Standard
2. 2. F. 7. b.
3. 2. F. 7. c.; 2. F. 7. e.
4. 2. F. 7. f.
5. 2. F. 7. g.
7. 2. F. 7. i.
8. 2. F. 7. j.
9. 2. F. 7. h.
7. 10. 2. F. 7. m.
11. CMHC 1. e
Students will demonstrate competency via successful
completion of the following key performance
indicator required task: Key Performance Indicator
Assignment: Assessment Plan
VI. Materials and Resources
Book Url: NSU Book Store
Course Required Texts and Materials:
Additional Required Readings:
Astin, A. W., & Holland, J. L. (1961). The environmental
assessment technique: A way to measure
college environments.?Journal of Educational
Psychology,?52(6), 308-316.
Bastiaens, T., Claes, L., & Greiff, S. (2018). Dimensional
assessment of personality disorders: Diagnosing
tony soprano, norman bates, hercule poirot, and carol beer
through the DSM-5 AMPD.?European Journal
of Psychological Assessment,?34(5), 291-294. doi
Carson, J. (2014). Mental testing in the early twentieth century:
Internationalizing the mental testing story.?
History of Psychology,?17(3), 249-
255.
doi:http://dx.doi.org.ezproxylocal.library.nova .edu/10.1037/a00
37475
Edens, J. F., Cox, J., Smith, S. T., DeMatteo, D., & Sörman, K.
(2015). How reliable are psychopathy
Checklist–Revised scores in canadian criminal trials? A case
law review.?Psychological Assessment,?
27(2), 447-456. doi:http://dx.doi.org.ezproxylocal.libr
Youngstrom, E., Choukas-Bradley, S., & Calhoun, C. (2015).
Clinical guide to the evidence-based
assessment approach. Cognitive and Behavioral Practice, (22),
8. 1, 20-35.
Section Required Texts and Material:
Drummond, R.J., Sheperis, C.J., & Jones, K.D. (2015).
Assessment Procedures for Counselors and
Helping Professionals (8th Edition) (Merrill Counseling).
Pearson.
Required Course Resources (located at
https://sharklink.nova.edu):
1. NSU Email Account
2. Canvas Course Management System Access
VII. Course Schedule and Topic Outline
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qauH7mZGsSjmik07r_UBxcwkAxIsiH7zAfQ44umY4A?e=dgrfd
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10. Sunday at 11:59pm.
Week 4
1/27/20
Reliability and Validity Read: Chapter 5 & 6
Reply to Weekly Discussions by
Sunday at 11:59pm.
Week 5
2/03/20
Selection, Administration, Scoring, and
Interpretation
Read: Chapter 7
Reaction Paper: Completing,
Scoring, and Interpreting an
Assessment Tool (Due on
2/09/20 at 11:59pm)
Reply to Weekly Discussions by
Sunday at 11:59pm.
Week 6
2/10/20
Intelligence Testing Read: Chapter 8
Reply to Weekly Discussions by
Sunday at 11:59pm.
Week 7
2/17/20
Achievement and Aptitude Assessment Read: Chapter 9 & 10
Reply to Weekly Discussions by
Sunday at 11:59pm.
11. Week 8
2/24/20
Career and Employment Assessment
Midterm Exam Opens!
Read: Chapter 11
Midterm Examination Opens
2/24 at 11:59p.m. and closes
on 2/28 at 11:59p.m.
Week 9
3/02/20
Spring Break No Assignments – Enjoy your
break!
Week 10
3/09/20
Personality Assessment Read: Chapter 12
Reply to Weekly Discussions by
Sunday at 11:59pm.
Week 11
3/16/20
Clinical Assessment
Mental Status Examination
Risk Assessments
Neuropsychological Assessment
Read: Chapter 13
Reply to Weekly Discussions by
Sunday at 11:59pm.
12. Week 12
3/23/20
Assessment in Education
Learning Deficits/Disorders
Giftedness
Read Chapter 14
Reply to Weekly Discussions by
Sunday at 11:59pm.
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Week 13
3/30/20
Diversity Issues in Assessment Read: Chapter 15
Reply to Weekly Discussions by
Sunday at 11:59pm.
Week 14
4/6/20
Communicating Assessment Results
Ethical and Legal Issues in Assessment
Read: Chapter 16 & 17
Work on KPI Assessment Plan
Paper that is due on 4/19/20
Week 15
4/13/20
13. KPI Assignment Continue working on KPI
Assessment Plan Paper
KPI Assessment Plan Paper
due 4/19/20 at 11:59p.m.
Week 16
4/20/20
Final Exam Final Exam Opens on 4/20 at
11:59pm and closes on 4/26 at
11:59pm
VIII. Instructional Methods
Methodology:
Each week of the course will include lecture notes, required
textbook readings, and discussion board
activities. Some weeks will also include a learning activity or
examination.
IX. Assignments
Expected Participation and Attendance
Discussion Board: For most of the weeks during the semester,
you will be required to respond
to discussion questions relevant to that week's course content.
Discussion activities are found
within the Discussion forum. I also recommend that you
complete the reading and review
the powerpoints and lecture notes prior to responding to the
discussion activities.
For each discussion question/activity, you will be required to
post at least one original
response by Sunday evening, making sure your posts are your
own words and reference all
sources where appropriate using APA formatting. Additionally,
you will be required to respond
14. to at least one of your classmates responses PER discussion
activity. Replies to classmates
should be completed by Sunday evening as well. Remember ,
you will get more out of this online
course the more that you participate and interact with each other
via the Discussion Board.
Your posts and responses should be well thought out and well -
written. Your posts must be
related to the topic being discussed. Do not include irrelevant
questions and/or responses, as it
increases the number of responses that must be read by each
student. Your posts should be
grammatically correct and serve the purpose of engaging other
students in a dialogue about the
topic. You are strongly encouraged to respond to each other
several times, creating a class
discussion on each topic.
Discussion interaction is a key learning component in the
virtual classroom. Therefore, each
discussion forum is not graded. You will earn a total of 15
points for meeting these
discussion requirements outlined above. Missing discussion
board work will result in deduction
of points (number of points deducted at the discretion of the
professor based on level of missed
discussion work). Please contact the professor in advance to
arrange for an extension if you
anticipate not being able to submit discussion work on time for
any given Module week.
REACTION PAPER:
You will need to choose a clinical assessment tool (see options
listed below from approved KPI list) that
you will self-administer, score, and interpret. You will then
write a reaction paper, explaining your thoughts
15. on this tool and your thoughts about the results. This is your
opportunity to choose a tool of interest to you,
or one that you may find useful in practice. The reaction paper
is due via Canvas Assignment
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submission by 2/09/20 at 11:59p.m. You should briefly describe
the background information regarding
this tool, how it is scored and interpreted, and then your
thoughts as described above. A minimum of two
pages, double-spaced is required.
PYCL 608 Required KPI Assignment: Assessment Plan (20
points)
Students will prepare a written assessment and evaluation
protocol for the setting in which they intend to
practice counseling. The paper will include a component where
you will video record a discussion about
the results of the assessment and describe your overall
assessment plan. Please complete the following
tasks:
1. Briefly describe the selected counseling setting, types of
services provided, and the demographic
characteristics of the clientele served.
2. Describe the types of testing you will use in your selected
setting (e.g., norm referenced testing,
group or individual assessments, standardized or non-
standardized testing, environmental, observation)
and select two specific assessments that you would use in your
selected counseling setting given the
population served.
16. 3. Identify and describe how your client’s
academic/educational, career, personal, or social development
(choose one) will inform the selection of the two assessments
and the assessment process, as well as
how you would use these assessments for diagnostic and
treatment intervention purposes.
4. Describe how you will effectively prepare for and conduct
the assessment meeting.
5. What procedures will you use for assessing risk to self or
others?
6. Describe the statistical methods (e.g., measures of central
tendency, types of scores, indices of
variability, correlations, types of distributions) that you would
expect to use to analyze the results of
the assessments selected for this plan. If your measure is not
norm-referenced, describe how cut-off
scores are used.
7. What ethical and culturally relevant strategies will you use to
select, administer, and interpret these
assessments and test results? This will include confidentiality,
informed consent, etc.
8. Administer one of the two assessments selected for this
assessment plans to a classmate or a friend.
Provide a summary of the administration process and a video
recording of the post-assessment
discussion session where you share the results of the assessment
administered.
For the session with your peer, you may choose from the
following Approved Assessment List for
the PYCL 0608 KPI Assignment. Please consult your instructor
for approval if you are considering any
17. additional publicly available test.
A multitude of specific mental health measures, titled Level 2
measures, can be found at
https://www.psychiatry.org/psychiatrists/practice/dsm/education
al-resources/assessment-measures
This 10-page assignment will be completed in APA style
format. Please include a title, abstract, and
reference pages and use at least 4 references.
A rubric for this assignment can be found at the end of the
syllabus. Students must receive at least a 70%
to receive a passing grade. A student who scores a ‘Not Met’ on
any criterion of KPI assignment must
complete an Individual Remediation Plan with the instructor.
Failure to successfully remediate
the KPI assignment will result in a F (Fail) grade in the course.
Approved Assessment List for PYCL 608 KPI Assignment:
Pediatric Symptom Checklist-17
Multidimensional Scale of Social Support Parent Stress Parent
Report Inventory
Parent Stress Index
Post-traumatic Stress Disorder Reaction Index
Brief Impairment Scale
Columbia Impairment Scale
Children’s Global Assessment Scale
SNAP-IV-C
MOAS
CES-D
PHQ-A
PHQ-9
Spence Children’s Anxiety Scale
SCARED
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https://www.psychiatry.org/psychiatrists/practice/dsm/education
al-resources/assessment-measures
18. Disruptive Behavior Rating Scale
Kessler 6 & Kessler 10
M3 checklist
AUDIT
CAGE
CAGE AID
DAST-10
The Mood Disorder Questionnaire
C-SSS
SAFE-T
GAD-7
See the appendix for detailed instructions and rubric.
A rubric for this assignment can be found at the end of the
syllabus. Students must receive at least a 70%
to receive a passing grade. A student who scores a ‘Not Met’ on
any criterion of KPI assignment must
complete an Individual Remediation Plan with the instructor.
Failure to successfully remediate
the KPI assignment will result in a F (Fail) grade in the course.
X. Assessments
Exams: There will be a midterm and a final exam. Each exam
will consist of mainly multiple-choice questions but also a few
short essay questions which will
cover the reading materials, the lecture materials, and the class
discussions. The exams must be taken during the specified time
period of the week that it is
part of (see Calendar of Topics/Assignments). Failure to take
the exam during the designated time will result in a grade of 0
points for that exam. Neither exam
will have a time limit, and you can access the exams (go in and
out of the exam) as many times as you need to. I do encourage
you to save your work frequently.
19. You will be provided with more information about each
examination the week prior to the assigned exam. I will also
post an exam review document prior to
each exam.
XI. Grading Criteria
Course Assignments and Grade Point Values:
Grading Scale:
Discussions/Participation 15 points
Reaction Paper 15 points
Assessment Plan 20 points
Midterm Exam 25 points
Final Exam 25 points
Total 100 points
Grade Points Earned
A 93-100
A- 90-92
B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
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20. F Below 70
XII. Course Policies
Academic Honesty/Plagiarism Policy: Students are expected to
act in accordance with the Nova
Southeastern University policy on academic integrity. Cheating,
lying, misrepresentation, or plagiarism in
any form is unacceptable and inexcusable behavior. Work that is
submitted for credit must be the original
work of the student. Assignments that are not the original work
of the student are considered plagiarized
and in violation of the Code of Student Conduct and Academic
Responsibility. Self-plagiarism, such as
resubmitting the same assignment or portions of an assignment
to a different instructor, is also considered
to be a violation of the policy. Assignments submitted that are
found to have plagiarized information will be
granted a failing grade, and may result in failure of the course.
More information can be found on pages
12-14 and 25-33 of the NSU student handbook
(http://www.nova.edu/studentaffairs/forms/studenthbk_may2018
.pdf). Please refer to Canvas for links to
writing and APA Style assistance.
Hardship Policy: Unforeseen events, emergencies, and life
events can arise that impact academic success
or cause time away from class (e.g., divorce, illness, a family
member’s death, etc.). When a student
needs to miss a class or submit an assignment past the due date,
students are expected to communicate
with their instructor within 24-72 hours to discuss arrangements
for completing late assignments and to
catch up with the course. Such notification can occur through
email or a phone call to the instructor.
Likewise, if students anticipate multiple absences or missed
assignments, students are expected to
communicate with their instructor as early as possible to discuss
21. a plan to make up missed exams or submit
other missed work. The instructor is not obligated to offer
extended time for completion of assignments or
make-up work and has sole discretion in the determination of
whether the missed work/absence will be
accepted. Moreover, the instructor has the right to request
supporting documentation including but not
limited to medical notes, hospital discharge summaries, and
obituaries to determine whether to accept late
work and excuse absences. On a rare occasion, the instructor
may encourage the student to drop the
course with an option to enroll in a future term once the crisis
or life event is resolved. However, it is
ultimately the student’s responsibility to decide to complete or
drop the course. If students need help
deciding to continue with a course, they can discuss their
decision with their instructor or a counselor. The
program manager and coordinator can provide information
regarding the consequences that dropping a
course might have on internship placements and graduation
timelines. Students in need of counseling can
contact the Henderson Student Counseling Center.
Paper Submission Requirements: Papers should be typed,
double-spaced, with 12-pt font and 1-inch
margins, and should conform to APA (American Psychological
Association) Style, 7th Edition. Proper
spelling, grammar, and punctuation are expected. Late
papers/assignments will not be accepted without
prior approval, and must be due to a legitimate emergency (not
computer problems).
Technology Requirements: You need access to a computer with
Internet access for this course. Online
students are also required to have a working webcam. Access to
Canvas and your Nova e-mail will be
required for this course. You can log in to Canvas using your
Nova ID and password. Students will find
22. course articles and other relevant information on Canvas:
https://sharklearn.nova.edu/webapps/login/.
Students also need to check Canvas weekly for important
announcements and class-related business.
Articles for the course can be found within the Course Content
Module on Canvas. Please contact the
NSU OIT Help Desk at 954-262-4357 for technology support.
Cellular Phone Policy: The university recognizes the growing
trend regarding student possession of cellular
phones and electronic devices with video, camera, or voice
recording capabilities. In support of each
individual's reasonable expectation of privacy, the copyright
and intellectual property laws, the use of these
cellular phone features by NSU students must be in conjunction
with express consent. Students are
forbidden to video, use camera or voice recordings without the
express consent of the subject(s) being
photographed or recorded.
A Note on Class Participation: Participation is an important part
of this course. Students are expected to
participate in scheduled class activities and discussions. This
includes responding to emails/messages in a
timely manner, regularly accessing Canvas, and overall
investment and effort in the course, projects, and
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http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.
pdf
assignments. Your final course grade is likely to be affected by
both the quality and quantity of your
participation. Students are expected to function as professional
counselors in training, which means
participating in all discussions and responding to
23. communications in a timely and professional manner.
Confidentiality and Classroom Conduct: Being involved in class
discussion and small groups usually entails
some amount of personal self-disclosure. Because of the nature
of vulnerability, trust, and openness
needed to learn about this topic, it is extremely important that
confidentiality be maintained. Revealing
personal information others have shared is a breach of
confidentiality and is unethical. If you would like to
share with others regarding your experiences, please reveal only
your own reactions and understandings,
and avoid using names or identifying features of your
classmates. It is expected that anyone participating in
a demonstration, role-play, or activity will have confidentiality
respected. As a graduate student, you will be
treated and respected as an adult. Due to the nature of
discussions involved in this class, it is important that
we respect each other’s opinions and values. Likewise, there
should be empathy and understanding for the
personal pain that can occur in those with whom we interact or
discuss in class. You are expected to
participate in classroom activities and discussions in such a
manner as to maximize learning for yourself
and your classmates.
Basic Ground Rules:
Value differences
One person speaks at a time
Laugh with each other – not at each other
Maintain confidentiality
Have consideration for opinions other than your own
No one dominates – everyone participates
Keep an open mind – seek to understand others’ viewpoints
Professional Behavior: Students must evidence professional
behavior at all times. Competencies in the
24. area of professional behavior in class include, but are not
limited to, the following behaviors:
-Restraining from inappropriately using electronic equipment in
class (e.g., cell phones, tablets, laptops)
-Restraining from engaging in non-class related activities (e.g.,
studying or working on non-class related
activities) or engaging in other distracting behaviors (e.g.,
talking with other students during lecture,
exchanging messages with other students)
-Assuming personal responsibility for the individual portion of
any panel or group presentations and
working in collaborative fashion with fellow group members in
the preparation and delivery of a group
presentation
-Appropriate and respectful interactions with fellow students
and instructor
Deficits demonstrated in any of the above behaviors and other
behaviors noted in the Core Performance
Standards for Admission and Progress may culminate in the
completion of a Professional Behavior
Checklist that will be submitted to the Program Office.
Personal Counseling: If you find that personal problems, career
indecision, study and time management
difficulties, etc. are adversely impacting your successful
progress at NSU, please contact the
NSU/Henderson Student Counseling Center at 954-262-7050 or
954-424-6911 for assistance in locating
services.
Instructor’s Statement: The instructor reserves the right to
adjust the syllabus schedule as needed to meet
the needs of this particular class. Changes will be
communicated with students in a timely manner. It is
your responsibility to keep informed about discussion topics
and assignments. If in doubt, check with your
25. instructor. Please remember to retain your syllabi after
completion of the program; students may need it in
the future for certification or licensure purposes.
Professional and Personal Fitness: The counseling program is
charged with the dual task of nurturing the
development of counselors-in-training and ensuring quality
client care. In order to fulfill these dual
responsibilities faculty must evaluate students based on their
academic, professional, and personal qualities
and dispositions. A student’s progress in the program may be
interrupted for failure to comply with
academic standards or if a student’s interpersonal or emotional
status interferes with being able to provide
ethical services to clients. For example, in order to ensure
proper training and client care, a counselor-in-
training must abide by relevant ethical codes and demonstrate
professional knowledge, technical and
interpersonal skills, professional attitudes, professional
dispositions, and professional character. These
factors are evaluated based on one’s academic performance and
ability to convey warmth, genuineness,
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respect, and empathy …
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![Professor: Noreen Ariel Commella
Email: [email protected]
III. Class Schedule and Location
Day Date Time Location Building/Room
01/06/2020 - 05/03/2020 On-line Course Online Venue-
CANVAS
IV. Course Description
This course surveys frequently used tests of aptitude, interest,
and personality. Test content, purpose,
psychometric properties, administration, and scoring procedures
are compared and evaluated. Issues of
test use with culturally diverse populations are addressed.
Prerequisite: PYCL 0507.
V. Learning Outcomes
1) Understand historical perspectives concerning the nature and
meaning of assessment.
2) Understand methods of effectively preparing for and
conducting initial assessment meetings.
3) Understand "procedures for assessing risk of aggression or
danger to others, self-inflicted harm or
suicide” and the “use of assessments for diagnostic and
intervention planning purposes.”
4) Understand basic concepts of standardized and non-
standardized testing, norm-referenced and criterion-
referenced assessment, and group and individual assessments.
5) Understand statistical concepts, including scales of
measurement, measures of central tendency, indices
of variability, shapes and types of distributions, and
correlations.
6) Understand reliability and validity in the use of assessments.
7) Understand use of assessments relevant to
academic/educational, career, personal, and social
development.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)