Assessment has been associated with professional school counseling, from the guidance as

science of vocational choice movement of the early 20th century to current trends in
comprehensive or developmental school counseling. During this time period, a number of
approaches to school counseling were advocated, each prescribing specific counselor skills in
assessment.

Accordingly, school counselors have been challenged to select and apply those assessment
strategies that have the potential to assist them in performing their professional responsibilities.
With the Parsonian Model (Shertzer & Stone, 1981), counselors used informal measures to
identify career choices that were congruent con·gru·ent
adj.
1. Corresponding; congruous.

2. Mathematics
a. Coinciding exactly when superimposed: congruent triangles.

b. with student interests, temperaments, skills, and abilities. In accordance Accordance is Bible
Study Software for Macintosh developed by OakTree Software, Inc.[]

As well as a standalone program, it is the base software packaged by Zondervan in their Bible
Study suites for Macintosh. with the Guidance as Distribution and Adjustment Model (Shertzer
& Stone), the outcomes of assessment were initially used to help students with curriculum
choices and the transition to the world of work. In the 1940s and 1950s, the Clinical Practice
Movement (Shertzer & Stone) required that counselors be familiar with informal diagnostic
measures as an essential skill for therapeutic intervention A procedure used in a lawsuit by
which the court allows a third person who was not originally a party to the suit to become a
party, by joining with either the plaintiff or the defendant. . When the Constellation
Constellation, ship
Constellation (kŏnstĭlā`shən), U.S. frigate, launched in 1797. It was named by President
Washington for the constellation of 15 stars in the U.S. flag of that time. of Services Model
(Shertzer & Stone) was introduced in the wake of Sputnik Sputnik: see satellite, artificial; space
exploration.
Sputnik

Any of a series of Earth-orbiting spacecraft whose launching by the Soviet Union inaugurated
the space age. in the late 1950s, school counselors were asked to ensure that students' academic
abilities, especially in science, were fully assessed and realized. This resulted in reliance on
standardized testing A standardized test is a test administered and scored in a standard manner.
The tests are designed in such a way that the "questions, conditions for administering, scoring
procedures, and interpretations are consistent" [1] , especially aptitude and intelligence measures,
as predictors of academic achievement. The current emphasis on developmental school
counseling has challenged counselors to become more adept at designing, developing and
conducting comprehensive needs assessments to determine the focus of counseling programs as
well as conducting formative formative /for·ma·tive/ (for´mah-tiv) concerned in the origination
and development of an organism, part, or tissue. and summative Adj. 1. summative - of or
relating to a summation or produced by summation
summational

additive - characterized or produced by addition; "an additive process" evaluations of program

effectiveness.

According to according to
prep.
1. As stated or indicated by; on the authority of: according to historians.

2. In keeping with: according to instructions.

3. a survey of 390 certified See certification. counselors by Sampson Samp·son , Deborah

1760-1827.

American Revolutionary soldier who fought disguised as a man (1782-1783) and was wounded
twice before her secret was discovered. In 1818 she was granted a full veteran's pension. , Vacc,
and Loesch (1998), work behaviors Work behavior is a term used to describe the behavior one
uses in the workplace and is normally more formal than other types of human behavior. This
varies from profession to profession, as some are far more casual than others. related to
assessment were considered fundamental to the general practice of counseling. Similarly,
training in good test-use practices was one of three competencies Tymofievich and Leroux
Leroux, LeRoux, or Le Roux is a surname of French origin, and may refer to: People

• Alain Le Roux, associate of William I of England

• Edward "Buddy" LeRoux, former American baseball club owner
• Frederick Le Roux, South African cricketer
•

(2000) reported that counselors must use for adult assessments at personal and career intake.

In the coordination role, as noted in the ASCA Role Statement (ASCA, 1990), school counselors
engage in activities such as the coordination of student needs assessment or the interpretation of
standardized tests. School counselors must be adept at tailoring tests and other, less formal,
measures to fit the problems that student clients present (Baker, 2000; Gibson, Mitchell
Mitchell, city (1990 pop. 13,798), seat of Davison co., SE S.Dak.; inc. 1881. Mitchell is a trade,
distribution, and shipping center for a dairy and livestock area. , & Basile Basile

calumniating, niggardly bigot. [Fr. Lit.: Barber of Seville; Marriage of Figaro]

See : Slander , 1993; Hitchner & Tifft-Hitchner, 1987; Stone & Bradley, 1994). At the
programmatic pro·gram·mat·ic
adj.
1. Of, relating to, or having a program.

2. Following an overall plan or schedule: a step-by-step, programmatic approach to problem

solving.
3. level, it has been suggested that school counselors examine the congruence con·gru·ence
n.
1.
a. Agreement, harmony, conformity, or correspondence.

b. An instance of this: "What an extraordinary congruence of genius and era" between how they
actually function and stakeholder stakeholder n. a person having in his/her possession (holding)
money or property in which he/she has no interest, right or title, awaiting the outcome of a
dispute between two or more claimants to the money or property. demands for counseling
programs and services (Gysbers & Henderson Henderson.

1 City (1990 pop. 25,945), seat of Henderson co., NW Ky., on the Ohio River, in an oil, coal,
tobacco, corn, and livestock area; founded 1797, inc. as a city 1867. , 2000; Trotter trotter: see
Standardbred horse. , 1991; Wilgus & Shelly, 1988). In addition, school counselors must be
skilled at making informed choices regarding the application of more formal assessments at the
school systems level. An overall perspective, as stated by Baker, "Without basic knowledge of
measurement principles, test users are navigating (networking, hypertext) navigating - Finding
your way around. Often used of the Internet, particularly the World-Wide Web.

A browser is a tool for navigating hypertext documents. without compasses" (p. 278).

Previous research has found that both school teachers (Schafer There are a few people with the
last name "Schafer":

• R. Murray Schafer
• Ronald W Schafer
• Roy Schafer
• Tim Schafer

& Lissitz, 1987; Stiggins, 1995) and school administrators (Trevisan Trevisan or Trevisani is a
Venetian surname, and may refer to

• Angelo Trevisani, Italian painter

• Bernard Trevisan, Italian alchemist
• Carter Trevisani, Canadian ice hockey player
• Flavio Trevisan, Canadian artist
• Francesco Trevisani, Italian painter
•

, 1999) lack the measurement and assessment training and skills needed to meet their
professional responsibilities. Not surprisingly, they often turn to school counselors for
assessment and evaluation information and technical assistance. Schafer and Lissitz found that
among teachers, administrators, and counselors, the counselors had the strongest background in
assessment. In a study that compared counselors, principals, and teachers at both the elementary
and secondary level, Impara and Plake (1995) found that counselors had a better understanding
of assessment information than teachers and secondary school principals, especially in regard to
test selection, validity, communication of test results, and ethical practices.

A number of contemporary authorities have described the role of the professional school
counselor and the assessment competencies needed to serve effectively in this capacity (e.g.,
ASCA, 1990; Engels Engels (ĕng`gĭls), city (1989 pop. 181,000), E European Russia, a port on
the Volga River. It has a large chemical fiber complex. Founded by Ukrainian settlers, it was a
major destination of German settlers during the reign of Catherine the & Dameron Dameron is
a traditional French variety of red wine grape that is a sibling of Gamay. Its wines are somewhat
weightier than Gamay, but it is disappearing from its traditional areas in northern France. Not
much is grown in France these days. , 1990; Herbert, 1985a, b, c; Sears, 1991). In addition, the
Council for Accreditation accreditation,
n a process of formal recognition of a school or institution attesting to the required ability and
performance in an area of education, training, or practice. of Counseling and Related
Educational Programs standards for the preparation of all counselors (CACREP CACREP
Council for Accreditation of Counseling and Related Educational Programs , 2001), the National
Association of State Directors of Teacher Education and Certification standards for the approval
of school counseling programs (NASDTEC NASDTEC National Association of State Directors
of Teacher Education and Certification , 1991), and state requirements for the credentialing
Credentialing is the administrative process for validating the qualifications of licensed
professionals, organizational members or organizations, and assessing their background and
legitimacy. of school counselors all identify expected competencies, including many which
emphasize assessment and evaluation. Though consistent with existing CACREP and
NASDTEC standards, the Competencies in Assessment and Evaluation for School Counselors
(ASCA & AAC, 2000) focus on individual counselors rather than on the content of counselor
education programs.

There has been little documentation of counselors' assessment skills and practices. Elmore
Elmore may refer to:
Places

• Elmore, Alabama, USA

• Elmore County, Alabama, USA
• Elmore County, Idaho, USA
• Elmore, Gloucestershire, England
• Elmore, Minnesota, USA
• Elmore Township, Minnesota, USA
• Elmore, Ohio, USA
•

, Ekstrom, Diamond, and Whittaker You may also be looking for Whitaker
Whittaker is a surname and given name, and may refer to:

• Charles Evans Whittaker (1901–1973), associate justice of the U.S.

 (1993) found that 67% of a group of 423 ASCA members considered testing and assessment an
important or very important part of their work. These counselors were most often involved in test
interpretation and test administration. An earlier survey of secondary school counselors
(Tennyson, Miller, Skovholt, & Williams, 1989) found they frequently administered their
schools' testing program and helped students and parents interpret test information. Hutchinson
Hutchinson, city (1990 pop. 39,308), seat of Reno co., S central Kans., on the Arkansas River;
inc. 1872. It is a commercial and industrial center in a grain (especially wheat), livestock, and oil
region. and Bottoroff (1986) reported that secondary school counselors provided testing services
to 20% to 37% of students. Wilgus and Shelley (1988) found that elementary school elementary
school: see school.
..... Click the link for more information. counselors were involved in testing for about 7% of their
working time. Elementary school teachers see test interpretation as a part of the school
counselors' helper role (Ginter, Scalise, & Presse, 1990).

The research described in this article was conducted as part of a joint project of the American
School Counselor Association and the Association for Assessment in Counseling. The goal of
the project was to develop a statement, in collaboration Working together on a project. See
collaborative software. with practitioners themselves, about the assessment competencies
needed by school counselors. Determining how often school counselors perform various
assessment and evaluation activities was seen as a first important step in providing a description
of the knowledge and skills that school counselors need in these areas.

METHOD

Survey Instrument

In order to identify the assessment and evaluation skills needed by school counselors, the
assessment training requirements and performance expectations, as indicated in state certification
materials (Farrell Farrell, city (1990 pop. 6,841), Mercer co., W central Pa., on the Shenango
River at the Ohio line and adjoining Sharon, Pa.; inc. 1901. It is a railroad center, and its steel-
and ironworks industries have declined. , 1996), were reviewed and a list of assessment- or
evaluation-related activities that states are likely to expect school counselors to perform was
developed. These 39 activities became the basis of the questionnaire used in this survey. The
activities included assessments conducted as part of counseling program development and
evaluation as well as assessment activities carried out to provide information for counseling
individual students. It should be noted that, although all of these activities appear in one or more
state descriptions of school counselors' work, they may not always be appropriate or typical
expectations for school counselors.

In this survey the respondents In the context of marketing research, a representative sample
drawn from a larger population of people from whom information is collected and used to
develop or confirm marketing strategy. were asked to indicate how frequently they carried out
each activity, using the response options: 3 = often, 2 = occasionally, and 1 = seldom or never.

Participants
Surveys were sent to a random sample of 600 ASCA members who indicated they were school
counselors. Each school counselor in the sample was mailed a questionnaire along with a cover
letter, signed by the ASCA president and by the chair of the ASCA/AAC committee, describing
the importance of the survey. A postage-paid return envelope accompanied each survey.

Useable responses were received from 179 school counselors (a response rate of 30 percent).
However, only 161 indicated that they worked as elementary, middle, or high school counselors.
Of these 161 responding school counselors, 79 (44%) were elementary school counselors, 32
(18%) were middle school counselors, 50 (28%) were high school counselors. The remaining
respondents reported other job titles including counseling administrator or supervisor.

With regard to level of education, 129 (72%) held a master's, 36 (20%) a specialist, and 13 (7%)
a doctoral degree. Most (77%) had a degree in school counseling/guidance; 10% reported a
degree in counseling/school psychology. Sixty-eight percent said they had taken at least one
class, in-service in-service In-service training adjective Referring to any form of on-the-job
training noun In-service training of an employee training course, or workshop in testing or
assessment during the 5 years preceding the survey.

Data Analysis

The number and percent of the 161 responding elementary, middle school, and high school
counselors who indicated that they perform each assessment activity often, occasionally, or
seldom was computed, as were the number and percent responding to the questions about work
setting and education. The number and percent of the 79 elementary school counselors, 32
middle school counselors, and 50 high school counselors performing assessment activities were
also computed. For each item statistically significant differences in the frequency with which
each assessment activity is performed by counselors in the different work settings was
determined using a 3 x 3 (work setting by response) chisquare. Effect sizes were calculated for
these items using Cohen's (1988) w index. Cohen cohen
or kohen

(Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the
First Temple of Jerusalem. The biblical priesthood was hereditary and male. also provides
guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of
certain tasks. for magnitudes of w that constitute small, medium, and large effect sizes; these are
.10, .30, and .50, respectively. To determine which categories were major contributors to the
significant chisquare, the standardized standardized

pertaining to data that have been submitted to standardization procedures.

standardized morbidity rate

see morbidity rate.

standardized mortality rate

see mortality rate. residual was computed for each cell (Hinkle Hin·kle , Beatrice Moses 1874-
1953.

American psychiatrist who cofounded the first psychotherapy clinic in the United States (1908). ,
Wiersma, & Jurs, 1994).

RESULTS

In regard to assessment-related responsibilities of the total sample, 29% were responsible for
selecting tests, 63% for administering tests, and 71% for interpreting tests. More high school
counselors reported having responsibility for selecting, administering, and interpreting tests than
did counselors working in elementary and/or middle schools (See Table 1). Differences in
frequency of responsibility by work setting were significant for test selection ([chi square chi
square (kī),
n a nonparametric statistic used with discrete data in the form of frequency count (nominal data)
or percentages or proportions that can be reduced to frequencies. ] (2) = 8.59, p =.014, w = .23),
test administration ([chi square] (2) = 24.88, p = .001, w = .39), and test interpretation ([chi
square] (2) = 24.45, p = .001, w = .40).

Frequency of School Counselors' Assessment Activities

Table 2 shows the frequency with which the 39 specific assessment activities are carried out by
the school counselors who responded to the survey.

The nine assessment activities that at least 80% of the responding school counselors reported as
per forming often or occasionally involve:

* Referring students to other professionals, when appropriate, for additional

assessment/appraisal-98%

* Interpreting scores from tests/assessments and using the information in counseling--91%

* Reading about and being aware of ethical issues in assessment--86%

* Reading about and being aware of current issues involving multicultural mul·ti·cul·tur·al
adj.
1. Of, relating to, or including several cultures.

2. Of or relating to a social or educational theory that encourages interest in many cultures within
a society rather than in only a mainstream culture. assessment, the assessment of students with
disabilities and other special needs, and the assessment of language minorities--84%

* Synthesizing and integrating test and nontest data to make decisions about individuals--84%

* Reading a variety of professional literature on topics such as use of testing and assessment in
school counseling, school counseling research, and career counseling Noun 1. career counseling
- counseling on career opportunities
counseling, counselling, guidance, counsel, direction - something that provides direction or
advice as to a decision or course of action research--84%

* Communicating and interpreting test/assessment information to parents--81%

* Communicating and interpreting test/assessment information to teachers, school

administrators, and other professionals--80%

* Helping teachers use assessments and assessment information--80%

Differences in Activities

The roles and functions of school counselors may vary according to the educational level
(elementary, middle school, and high school) at which they work. There were significant
differences by work setting for 9 of the 39 assessment activities. These activities and the percent
of elementary, middle school, and high school counselors doing them often, occasionally, or
seldom are shown in Table 3.

Activities that involve career counseling (Items 6 and 15) are done significantly more often than
expected by high school counselors and less often than expected by counselors working in
elementary school settings ([chi square] (4) = 48.41, p = .001, w = .78; [chi square] (4) = 59.27,
p = .001, w = .86). Activities involving the administration of standardized tests (Items 8 and 9)
are more likely than expected to be done by high school counselors and seldom by elementary
school counselors ([chi square] (4) = 35.42, p = .001, w = .67; [chi square] (4) = 22.60, p = .001,
w = . 53). Elementary school counselors are more likely than expected to seldom schedule
testing or assessments (Item 30, [chi square] (4) = 22.32, p = .001, w = .53) and less likely than
expected to often interpret scores from tests/assessments and use the information in counseling
(Item 14, [chi square] (4) = 20.74, p = .001, w = .51). Elementary school counselors are more
likely than expected to seldom use assessment information to place or group students (Item 18,
[chi square] (4) = 20.55, p = .001, w = .51).

Middle school counselors are also more likely than expected to often design or adapt assessment
instruments for use in planning or evaluating school counseling programs (Item 5, [chi square]
(4) = 9.95, p = .041, w = .35). They are also more likely than expected to often read professional
literature on topics such as use of testing and assessment in schools (Item 35, [chi square] (4) =
13.99, p = .007, w = .42).

DISCUSSION AND CONCLUSIONS

This study provides evidence that school counselors engage in a variety of assessment activities,
many of which are discussed in the ASCA Ethical Standards for School Counselors (ASCA,
1998). For example, the most frequently performed assessment-related activity of school
counselors is referring students to other professionals, as appropriate, for additional assessment
or appraisal. Both the ASCA Ethical Standards and the Role Statement (ASCA, 1990) emphasize
the importance of referrals. As noted in the Role Statement, "School counselors are aware of
their own professional competencies and responsibilities within the school setting. They know
when and how to refer or involve other professionals" (p. 5). Section A5 of the ASCA Ethical
Standards states: "The professional school counselor makes referrals when necessary or
appropriate to outside resources" (p. 5).

The frequency with which school counselors report making referrals can also be seen as an
indication of the consistency between job performance and Ethical Standard El, which states that
professional school counselors should function within the boundaries of their individual
professional competence and their professional code of conduct. Large caseloads also contribute
to the need for referrals.

Several counselor behaviors in evaluation, assessment, and interpretation are prescribed

pre·scribe
v. pre·scribed, pre·scrib·ing, pre·scribes

v.tr.
1. To set down as a rule or guide; enjoin. See Synonyms at dictate.

2. To order the use of (a medicine or other treatment). in section A9 of the Ethical Standards.
Prominent among these is adhering ADHERING. Cleaving to, or joining; as, adhering to the
enemies of the United States.
2. The constitution of the United States, art. 3, s 3, defines treason against the United States,
to consist only in levying war against them or in adhering to their enemies, to professional
standards regarding the selection, administration, and interpretation of assessment measures. But
only 66% of the school counselors responding to this survey said they read and referred to
standards for assessment such as the Code of Fair Testing Practices in Education (Joint
Committee on Testing Practices, 1988). The Ethical Standards specifically refer to the Code as a
resource for school counselors.

The ASCA Ethical Standards emphasize the importance of maintaining professional competence.
Standard El.c. specifies that the professional school counselor "Strives through personal initiative
to maintain professional competence and keeps abreast of scientific and professional
information" (p.10). Yet 26% of the responding counselors did not feel that evaluating their
strengths and areas needing improvement in assessment and evaluation and developing a plan for
personal and professional growth was part of their professional responsibility. Furthermore, 16%
of the counselors said they did not read about and were not aware of current issues involving
multicultural assessment, the assessment of students with disabilities and other special needs, and
the assessment of language minorities. Thus, while this research shows that assessment is an
important aspect of school counseling, it also shows that some school counselors need additional
training to reach the expectations articulated ar·tic·u·la·ted
adj.
Characterized by or having articulations; jointed. in the ASCA Ethical Standards, especially
with regard to knowledge of assessment standards and maintenance of their professional
competence in assessment.

This research suggests that many schools may not be making the best use of school counselors'
professional expertise and training. Although 65% of the responding counselors said their work
involved scheduling testing or assessments, many in the field feel this is not a wise use of
expertise and not an appropriate activity for a professional school counselor. (See, for example,
Campbell & Dahir, 1997.) However, some states mandate that school counselors do such
scheduling.

This research highlights the need for school counselor professional development opportunities in
assessment. We recommend that school counselors and counselor educators become familiar
with the full text of Competencies in Assessment and Evaluation for School Counselors, which
also appears as Chapter 8 in Assessment: Issues and Challenges for the Millennium (Joint
Committee of the American School Counseling Association and the Association for Assessment
in Counseling, 2001). This document states "School counselors should meet each of the
following nine numbered competencies:

1. School counselors are skilled in choosing assessment strategies.

2. School counselors can identify, access, and evaluate the most commonly used assessment
instruments.

3. School counselors are skilled in the techniques of administration and methods of scoring
assessment instruments.

4. School counselors are skilled in interpreting and reporting assessment results.

5. School counselors are skilled in using assessment results in decision making.

6. School counselors are skilled in producing, interpreting, and presenting statistical information
about assessment results.

7. School counselors are skilled in conducting and interpreting evaluations of school counseling
programs and counseling-related interventions.

8. School counselors are skilled in adapting and using questionnaires, surveys, and other
assessment instruments to meet local needs.

9. School counselors know how to engage in professionally responsible assessment and

evaluation practices."

As the preface pref·ace

n.
1.
a. A preliminary statement or essay introducing a book that explains its scope, intention, or
background and is usually written by the author.

b. An introductory section, as of a speech.

2. to the document indicates, "The competencies can be used by counselors and assessment
educators as a guide in the development and evaluation of school counselor preparation
programs, workshops, in-service, and other continuing education continuing education: see adult
education.
continuing education
or adult education

Any form of learning provided for adults. In the U.S. the University of Wisconsin was the first
academic institution to offer such programs (1904). opportunities. They can also be used by
school counselors to evaluate their own professional development and continuing education
needs."

LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH

The role of school counselors continues to evolve and change. It would be useful to review
current state documents to determine if there are new expectations about counselors' skills and
knowledge regarding assessment and evaluation. These expectations should be incorporated into
any future research on school counselors' assessment and evaluation activities.

This research was based on a random sampling of school counselors who were members of
ASCA. Similar research with samples of counselors who are not ASCA members is needed to
determine if these findings are applicable to all school counselors.

Continued research into the assessment and evaluation activities of school counselors is needed.
We also need to know more about the assessment-related expectations that administrators,
teachers, parents, and students have of counselors. This knowledge is fundamental to the
preparation of future school counselors. It also can help current counselors continue their
professional development.
Table 1. Percent of Elementary, Middle, and High
School Counselors with Responsibility for Selecting,
Administering, or Interpreting Tests (N = 161)

Elementary Middle
School School High School

Selecting 20% 26% 44%

Administering 44% 72% 86%
Interpreting 53% 81% 92%

Table 2. Percent of Professional School Counselors Doing Various

Assessment Activities Often or Occasionally (N = 161)

Item Activity Percent

1 Make decisions about the type(s) of assessments to 56%

use in planning and evaluating counseling programs

2 Make decisions about the type(s) of assessments to 78%

use in counseling groups or individual students

3 Select assessment instruments to use in planning and 50%

evaluating counseling programs
4 Select assessment instruments to use in counseling 73%
groups and individual students

5 Adapt or design surveys or other instruments to use 64%

in needs assessments for counseling program planning
and/or in counseling program evaluations

6 Select, administer, and interpret instruments for use 53%

in career counseling

7 Design and implement plans to collect data for use in 54%

counseling program planning and evaluation

8 Administer standardized group tests for counseling 43%

program use

9 Administer standardized tests for educational and 57%

curriculum planning

10 Make assessment modifications or select testing 48%

techniques to meet the special needs of students
with disabilities

11 Administer individual standardized tests for 29%

counseling program use

12 Administer individual standardized tests for 34%

diagnostic purposes

13 Conduct non-standardized testing and assessments 51%

14 Interpret scores from tests/assessments and use the 91%

information in counseling

15 Communicate and interpret test/assessment information 71%

to students and help them use it for educational and
career planning

16 Communicate and interpret test/assessment information 81%

to parents

17 Communicate and interpret test/assessment information 80%

to teachers, school administrators, and other
professionals

18 Use assessment information to place or group students 43%

in classes

19 Use appraisal techniques to identify exceptional 50%

students

20 Use appraisal techniques to identify, students who 68%

would benefit from specific counseling programs or
other interventions

21 Conduct case studies to obtain information for 46%

 counseling

22 Synthesize and integrate testing and non-testing 84%

data to make decisions about individuals

23 Interpret data from needs assessments and other 65%

counseling program planning assessments

24 Interpret data from the evaluation of counseling 56%

programs and activities

25 Use statistics, graphs and other techniques to 51%

explain group testing results

26 Use statistics, graphs and other techniques to 31%

explain evaluations of counseling programs

27 Use computers and other technology to process and 45%

manage assessment information

28 Use computers and other technology to process data 30%

from counseling program needs assessments and
evaluations

29 Refer students to other professionals, when 98%

appropriate, for additional assessment/appraisal

30 Schedule testing/assessments 63%

31 Develop assessment plans 50%

32 Use assessment information to evaluate student 78%

performance

33 Use assessment information to monitor student 78%

performance

34 Help teachers use assessments and assessment 80%

information

35 Read a variety of professional literature on topics 84%

such as use of testing and assessment in school
counseling, school counseling research, and career
counseling research

36 Read about and be aware of current issues involving 84%

multicultural assessment, the assessment of students
with disabilities and other special needs, and the
assessment of language minorities

37 Read about and be aware of ethical issues in 86%

assessment

38 Read or refer to test use standards such as 66%

"Responsibilities of Users of Standardized Tests" or
the "Code of Fair Testing Practices in Education"
39 Evaluate my strengths and areas needing improvement 74%
in assessment and evaluation; develop a plan for
personal and professional growth

Table 3. Items with Significant Differences in Percent of

School Counselors Reporting a Given Frequency for an Activity

Elementary Middle School

Freq.
Item 3 2 1 3 2 1

5 18% 49% 33% 38% (1) 38% 25%

6 6% (2) 20% 73% (3) 44% 31% 25%
8 5% (2) 18% 77% (3) 13% 50% (5) 38%
9 15% 25% 59% (3) 22% 50% 28%
14 33% (2) 54% (5) 13% 69% 28% 3%
15 16% (2) 32% 52% (3) 47% 38% 16%
18 8% (2) 19% 73% (3) 28% 34% 38%
30 27% 20% 53% (3) 53% 22% 25%
35 28% 48% 24% 53% (1) 41% 6%

High School
Freq.
Item 3 2 1

5 16% 36% 48%

6 46% (1) 34% 20% (4)
8 32% (1) 32% 36%
9 42% (1) 30% 28%
14 68% 24% 8%
15 76% (1) 24% 0% (4)
18 30% 28% 42%
30 40% 42% (5) 18% (4)
35 26% 64% 10%

Note. Often = 3, Occasionally = 2, Seldom = 1 by Counselors' Work

Setting (Elementary, n = 78; Middle School, n = 32; High School,
n = 50). Percentages may not total 100 due to rounding.

(1) = "often" more than expected, (2) = "often" less than expected,
(3) = "seldom" more than expected, (4) = "seldom" less than expected,
(5) = "occasionally" more than expected.