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4 - Interview data: Client or significant others (family Choosing the Appropriate Instrument
member, caregiver, friend or colleague)
Test worthiness
Step 5: Interpret Data and Formulate Hypotheses Reliability
The crucial part of assessment is often referred to as data Validity
processing, i.e., translating raw data into inferences Normative base
Description of the client should not be a mere labeling or Cross-cultural fairness
classification, (describe behaviors, make sense of test scores Practicality of tests
in relation to ref question)
A deeper and more accurate understanding of the person Test Administration
Test should be administered APPROPRIATELY as defined by
Step 6. Communicate Assessment Data the
Written psychological report - an organized presentation of Way they were established and standardized
assessment results Alterations should be noted and
Results must be presented in a way that is clear, relevant to Interpretations of test data ADJUSTED if testing conditions
the goal of assessment, and useful to the intended were not ideal
consumer
Clarity of report is prerequisite to evaluating its relevance Obsolete and Out-dated Test Results
and usefulness We do not base interpretations, conclusions and
The writer may feel he understands the client, but does the recommendations on out-dated test results.
reader understand the writer? (Nietzel, p. 117) We do not provide interpretations, conclusions, and
Watch out for recommendations on obsolete tests
-excessive length,
-excessive brevity, Interpreting Assessment Results
-technical jargon (statistics or esoteric test scores), Under no circumstances should we report the test results
-lack of coherent organization without taking into consideration the validity, reliability, and
Usefulness appropriateness of the test.
-Does the information it contains add anything important to We interpret assessment results while considering the
what we already know about the person / client? purpose of the assessment and other factors such as the
client’s test taking abilities, characteristics, situational,
personal, and cultural differences.
ETHICAL PRINCIPLES AND ASSESSMENT
Release of Test Data
Principle I. Respect for Dignity of Persons and Peoples We do not release test data in the forms of raw and scaled
Principle II. Competent Caring for the Well-Being of Persons scores, client’s responses to test questions or stimuli, and
and Peoples notes regarding the client’s statements and behaviors during
Principle III. Integrity the examination unless regulated by the court.
Explaining Assessment Results making interpretations difficult
Only to the sources of referral and with a written permission
from the client if it is a self-referral Projective techniques ...
Non-technical language 1. Are highly controversial
2. Are susceptible to faking
Test Security 3. Are routinely used for purposes for which they are invalid
The administration and handling of all test materials or poorly supported by research
(manuals, keys, answer sheets, reusable booklets, etc.) shall 4. Scoring can be unreliable or poor
be handled only by qualified users or personnel 5. Norms are often non-existent, poor, or misleading
6. May be biased against minority groups or those who live
Assessment by Unqualified Persons outside North America
We do not promote the use of assessment tools and
methods by unqualified persons except for training purposes Projective Assessment and School Psychology: Contemporary
with adequate supervision Validity Issues and Implications for Practice Miller Nickerson(
2006)
Test User Competence No incremental validity
Adequate knowledge about testing Treatment utility of projective techniques with children and
Familiarity with tests adolescents is lacking
3-level qualifications Many are relying on their own clinical experience and
Level A professional judgment when interpreting projective
Level B techniques
Level C Negative correlations between professionals overconfidence
and diagnostic accuracy
Test construction Use of projective techniques would appear inconsistent with
We develop tests and other assessment tools using current best practices in school psychology assessment
scientific findings and knowledge, appropriate psychometric Techniques are generally not useful for identifying
properties, validation, and standardization procedures Significant variables that are causing, supporting, or
maintaining the problem
Confidentiality Interventions that will effectively and efficiently resolve the
problem
Protect the client information
Confidentiality is an ETHICAL GUIDELINE and NOT A LEGAL
RIGHT
PRIVILEGED INFORMATION - legal term that ensures the
rights of professionals not to reveal information about their
clients
OTHER ISSUES