Faculty Contact Information:
Email-DorisBrodie@hotmail.com
Address: Kieler Weg 2C
69181 Leimen
Phone 06224-702879
Fax 06224 702886
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Consultation:
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Please email me or speak with me after class if you have comments, concerns or want to discuss course related matters.
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Required Texts and Readings:
Whiston, S. (2000). Principles & Applications of Assessment in Counseling. 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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All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
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Recommended Journals:
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Course Description:
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This course explores the basic concepts of quantifying behavior including validity, reliability, norms, and methods of expressing test scores statistically. The course 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. Students may receive credit for only one of the following courses: 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 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:
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.
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Grading Information:
Grades for this course will be assigned as follows:
A 92%
B 80 – 91%
C 70 – 79%
F Below 70%
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) 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. Hard copies of the catalog are available in your local Education Center.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions 10%
Write graduate level papers or case studies 30%
Orally/visually present prepared material 20%
Complete one or more written examination(s) 40%
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Description of Course Requirements:
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional for every hour of a face-to-face class and approximately ten hours of preparation per week for a DE class. Grades will be given based on mastery of course objectives, class participation and written assignments, and written projects.
Mastery of objectives will be tested by two tests worth 30% of your grade, class participation worth 20% of your grade and oral and written presentation of Projects worth 50% of your grade. You are expected to read the required readings by the beginning of the appropriate week. There will be three
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
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Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Read Zimmerman 1-31, discussion, classroom assignment-reaction paper.
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject
Why study assessment?
Self Disclosure and Confidentiality.
Discussion:
Your personal experiences with assessments.
Read Chapters One and Two in Whiston text.
Second meeting:
Briefly discuss five different types of assessments found on the web.
Use appendix B of Whiston text to explore websites of assessment related organizations and instrument sources. Find at least five different types of assessments (personality, career and interest, marriage and family, abilities, intelligence,etc.). Share findings with the class.
Read Zimmerman Pages 1-25.
Third meeting: Study American Counseling Association's Code of Ethics and Standards of Practice. (Appendix C in Whiston text)
Quiz
Read Chapters Three, Four and Five in Whiston Text
Discussion
Written classroom assignment:
Why is reliabiliity, validity, and standardized administration important in assessment?
Fourth meeting: Read Chapter 6 in Whiston text and pages 26-47 in Zimmerman.
Classroom Discussion
Quiz on Chapters One through Six of Whiston text.
Fifth meeting: Begin a Mental Status Examination (MSE) on a friend or family member. This MSE and the report of your MSE should include all the elements of a complete MSE (see Zimmerman, pp 121-122. Your MSE Report, for purposes of confidentiality, should have NO identifying data; NO name, no age, etc. Submit your report on the 8th class meeting.
Discussion:
How important/useful is the assignment?
Sixth meeting: Introduction of the Case Study. Prepare outline for your Case Study. Begin asking your Case (any adult friend, family member, etc.)questions about family of origin and childhood; marriage and adult family; education and occupation; and lifestyle and habits.
Seventh meeting:Read Chapters Seven and 8 in the Whiston text.
Discussion
Written responses on the following topics:
in your future counseling role which abilities tests and assessments are most appropriate, and which ones are "best". - with credible reliability, validity, and cultural fairness, and why.
What are the limitations of intelligence testing?
How can achievement and aptitude assessments help you work more effectively with families with children having difficulties in school.
Eighth meeting:Read pages 48-68 in Zimmerman text.
Discussion and role play
Take at least two on-line intelligence/abilities tests. Web sites for potential tests will be posted (You may use the web sites provided or use your own).
Discussion
Reaction paper on the tests you took, what it felt like taking the tests. What is you opinion of the tests' reliablility and validity.
Ninth meeting: Review for Test on Chapters One through Nine.
Test on Chapters One through Nine
Tenth meeting: Read Chapters Ten and Eleven in the Whiston text.
Discussion:
In your future counseling role which personality tests and assessments are most appropriate and which ones are "best"-withcredible reliability, validity and cultureal fairness, why?
Take score and interpret three personality tests. You may take web-based tests or tests suggested by Dr. Brodie. The tests will be self-scoring. Submit at least a one-page reaction paper on your opinion of the tests' reliabilty and validity. IMPORTANT NOTE: Do NOT submit any of your test scores, or any interpretations of your test scores in your reaction papers; you will include this information in your self assessment report. The components of the self assessment report will be delineated in Meeting # 11.
Eleventh meeting:Read Chapters Eleven and Twelve in Whiston text
Pages 69-85 in Zimmerman
Discussion:
In your future counseling role which occupational and career tests and assessments are most appropriate, and which ones are "best"-with credible reliability, validity and cultural fairness, and why.
Take the Self Directed Search (SDS) on-line; directions for taking the SDS will be provided.
Reaction paper at least one page on what it felt like taking the SDS and your opinion of the test's reliabiltiy and validity. IMPORTSNT NOTE-do not post any of your SDS scores, or any interpretations of your SDS; all that goes into your Self Assessment. Explaination of Self Assessment Report
Twelfth meeting: Read chapters Fourteen in Whiston text. Pages 87-141 in Zimmerman text.
Discussion:
Multicultural assessment
Assessment of Individuals with Disabilities
Thirteenth meeting:
Read Chapters Fifteen and Sixteen in Whiston text
What is your opinion of the most important ethical issue we face in assessment-in particular in your future counseling role.
What do you personally anticipate and expect the future of assessment to "look like:
Submit your self assessment report and your Case Study
Fourteenth meeting:
Student presentations on psychiatric disorders and role play of interview techniques.
Each student will research a psychiatric disorder and conduct an interview as outlined in the Interview Guide for Evaluating DSM-IV Psychiatric Disorders and the Mental Status Examination by Mark Zimmerman, M.D.
Fifteenth meeting:
Continuation of Student Presentations
Review for final examination
Sixteenth meeting:
Final Examination on Chapters 10 through 16 in the Whiston text.
Course evaluations
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Academic Policies:
Please refer 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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Dr. Doris Brodie received her doctorate in education from the Universtiy of Southern California and her M.S. in Counseling and B.S. in elementary education from the University of Central Connecticut. She worked for the Hartford Board of Education in Hartford, Connecticut public school system as a counselor at the high school and middle school level before coming to Europe to work for the Department of Defense Dependents Schools as a counselor. She worked as a counselor on the secondary and elementary school level over ten years before she entered school administration. She is currently an administrator at Heidelberg High School.
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