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Appraisal in Counseling

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Title: Appraisal in Counseling


1
Appraisal in Counseling
  • Session 2

2
Schedule
  • Finish History
  • Statistical Concepts
  • Scales of measurement
  • Norm-referenced versus Criterion-referenced
    instruments
  • Measures of Central Tendency
  • The Normal Curve
  • Measures of Variability
  • Types of Scores

3
Statistics in Appraisal
  1. A language, communication, from one professional
    to another.
  2. How much confidence can I put in this
    instruments scores?
  3. Will I consistently get the same scores every
    time I administer the instrument?
  4. Do the scores really measure the concept or
    construct I want to measure?
  5. What can this instrument tell us? What can it
    not tell us?
  6. What is the meaning of the score(s)? Compared
    to?
  7. How can scores be explained?

4
Assessment
  • Standards for Educational and Psychological
    Testing any method used to measure
    characteristics of people, programs or objects.
  • Anastasi Urbina objective, standardized
    measure of a sample of behavior
  • Cronbach systematic procedure for observing
    behavior and describing it with the aid of
    numerical scales or fixed categories.

5
Samples of Behavior
  • Usually measuring constructs such as
    intelligence, interest, etc. which cannot be
    measured directly.
  • Since only samples are gathered must determine if
    sample is how person usually acts and are
    inferences we are making correct.
  • Use objective, standardized and systematic
    measures to gather samples.

6
Assessment Integral to Counseling
  • Assessing client problems.
  • Conceptualizing and defining client problems
  • Selecting and implementing effective treatment
  • Evaluating counseling.

7
Benefits of Using Testing
  • Aids focusing on developmental issues
  • Aids problem solving
  • Helps decision making
  • Psychoeducational tools
  • Data indicate about 73 of counselors responded
    tests very important or important only 9 said
    never used.

8
Minimum Competency for Proper Test Use
  • Counseling and interpretation
  • Establish rapport
  • Know the instrument and the construct completely
  • Willing to interpret offer guidance
  • Avoid labeling people on basis of test scores
  • Careful about assuming norms for one group apply
    to other groups
  • Do your homework
  • Proper testing environment
  • Examinee follows directions so test scores are
    accurate
  • Avoid coaching or training
  • Scoring errors
  • Avoid scoring recording errors
  • Keep scoring keys test materials secure
  • Know your instruments psychometric properties

9
Statistics
  • Scales of Measurement
  • Nominal
  • Ordinal
  • Interval
  • Ration

10
Nominal
  • categories, not ranked
  • manipulating the numbers arithmetically makes no
    sense
  • Example Continent of Birth
  • 1 Asia
  • 2 Africa
  • 3 Europe
  • 4 Latin America
  • 5 North America
  • What is the arithmetic mean?
  • Continent of Birth
  • Continent Frequency Cumulative
  • Asia 151 64.8 64.8
  • Africa 22 9.4 74.2
  • Europe 31 13.3 87.6
  • Middle East 8 3.4 91.0
  • Latin America 7 3.0 94.0
  • North America 1 .4 94.4
  • US America 7 3.0 97.4
  • Caribbean 5 2.1 99.6
  • New Zealand 1 .4 100.0
  • Total 233 100.0 100.0

11
Frequency Distribution
12
Ordinal
  • categories in rank order
  • manipulating the numbers arithmetically may not
    make sense.
  • Example OpinionsLikert-like scale
  • Median, Mode, Range, Percentile. Not the
    arithmetic mean
  • Instructions Please mark the number from the
    scale that best corresponds to your answer.
  • 1------------------------------2-----------------
    ----------3---------------------------4
  • Strongly Disagree Agree
    Strongly
  • Disagree Somewhat Somewhat
    Agree
  • I think of myself as being U.S. American.
  • 1------------------------------2-----------------
    ----------3---------------------------4

13
Ordinal Data
  • US Ident 1 N233
  • Code Freq Percent Cumulative Percent
  • 1.00 130 55.8 56.0
  • 2.00 56 24.0 80.2
  • 2.50 1 .4 80.6
  • 3.00 33 14.2 94.8
  • 4.00 12 5.2 100.0
  • Total 232 99.6
  • Missing 1 .4
  • Total 233 100.0
  • Median 1.0000 Strongly Disagree
  • Mode 1.00 Strongly Disagree
  • Minimum 1.00 Strongly Disagree
  • Maximum 4.00 Strongly Agree
  • Range 4.00 (Max-Min)1

14
Interval/Ratio Data
  • Interval and ratio are similar
  • continuous variable
  • can be represented numerically
  • Mean, median, mode, frequency, range, percentage,
    percentile
  • Interval
  • may not make sense when we talk about ratio
  • for instanceIQ..is someone who has an IQ of 50
    half as intelligent as someone with an IQ of 100?
    Or does a zero IQ mean an absence of
    intelligence?
  • Examples IQ or scores on an achievement test or
    the GRE, MAT, SAT
  • Ratio
  • continuous data with true zeros.
  • Height, weight, age

15
Norm referenced vs. Criterion referenced
16
Measures of Central Tendency
  • Mode
  • Median
  • Mean

17
Measures of Central Tendency
  • Mode
  • is the most frequent score
  • can describe multimodal curves
  • least stable of the measures because it is not
    readily repeatable
  • it is affected by the number of people taking the
    test
  • not affected by extreme scores
  • NOIR

18
Measures of Central Tendency
  • Median
  • middle score achieved
  • 50 of the scores are higher than this score and
    50 are lower than this score.
  • If there is no middle, we create it.
  • The median can tell us more about data which is
    skewed versus data which is normal
  • It is not effected by extreme scores
  • No indication of multimodalness.
  • IR

19
Measures of Central Tendency
  • Mean
  • algebraic arithmetic average
  • sum of the scores/number of observations
  • it is affected by extreme scores
  • most frequently used Measure because it lends
    itself readily to more complex manipulations.
  • Used most extensively to describe normal
    distributions.
  • NOIR

20
Variability
21
Measures of Dispersion
  • Measure of the spread of scores
  • Range
  • The range is the highest score minus the lowest
    score plus 1.
  • Variance
  • How widely spread are the scores from the mean
  • Standard Deviation
  • Takes the variance and standardizes it so that
    the standard deviation is described in the same
    units as the original scores.
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