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COCO 708: Measurement & Appraisal




The purpose of this course is to assist students with developing the knowledge and skills necessary to understand, administer, and interpret assessment tools, and to use this information in a fair and clinically useful manner. This course begins with an exploration of the basic concepts of testing across domains including psychometric concepts (validity, reliability, norms, standard scores, etc.), then explores an array of standardized and non-standardized instruments (cognitive, aptitude, achievement, emotional, personality), reviews interpretation, diagnosis, methods of communicating results, and applying this knowledge within the school and rehabilitation counselor context. This course will also cover clinical interviewing, report writing, fairness/ethical/cultural factors. The course is an applied course as you will be applying what you learn in class by self-testing, scoring, interpreting, and conceptualizing results throughout the course.

1.    To develop a conceptual framework of assessment in counseling and a critical thinking approach toward the assessment of clients.
2.    To develop a knowledge base of psychometric concepts such as validity, reliability, standard scores, standardization, etc.
3.    To become familiar with major types of assessment procedures used in counseling such as intelligence/aptitude tests, achievement tests, cognitive/neuropsychological tests, and emotional and personality test. 
4.    To develop skills in test administration, scoring, and interpretation, assessment report development, and assessment results dissemination.
5.    To develop skills in clinical interviewing, case conceptualizations, clinical judgment, interpretation, and planning as related to assessment in counseling.
6.    To interpret test results and to formulate diagnoses and interventions from those results.
7.    To understand fairness, ethical, and cross cultural issues in testing.

Weekly sessions will center on lectures and there will be group discussions related to reading material and course assignments. 


Drummond, R.J. & Jones, K.D. (2006). Assessment procedure for counselors and helping professors (6th ed). Upper Saddle River: NJ. Pearson/ Merrill Prentice Hall.

Gregory, R. J. (2004). Psychological testing: History, principles, and applications (4th ed.). Boston: Pearson Educational Group/Allyn & Bacon.

Vance, H.B. (1998). Psychological assessment of children: Best practices for school and clinical settings. Hoboken, NJ: Wiley.


Required Readings Accessible via e-reserves
Available on e-reserves. Please use the following directions to access e-reserves:

Step1:     Go to
Step 2: Select Electronic Reserve & Reserve Pages
Step 3: From the pull-down menus, select instructor and Contains. Then type in the instructor’s last name (XXXX). Click on search
Step 4: Select the course number
Step 5: When the copyright agreement box appears, type in your course specific password with no spaces and caps.
The password is: (XXXX)
Step 6: Then Click accept.
Step 7: Select the title needed by clicking on the PDF or Web icon to its left.
Step 8: Click on either the PDF icon, or the Web/Opac icon to reach the file name.

Note: It is likely that all readings will not be covered thoroughly in each class. However, you are still responsible for the information in the assigned reading.

Attendance and Class Participation: Attendance and participation are mandatory. Students will be required to engage in small group activities during class and active participation in these activities is fundamental to your learning and evaluation. Students who miss more than two classes will have their grade lowered by one-half a grade and may be asked to repeat the course. If you are ill or have an emergency, please notify the professor before class, when possible. Please be on-time for class. If you are going to be late, contact the professor prior. Repeated tardiness will affect your grade (5%)

Mid-term and Final Exam: Two exams will be given during the semester based on the readings, lecture/discussions. The final exam will not be cumulative. (Each exam is worth 25% of grade)

Instrument Critique/Test Review: For this assignment, you will be required to present a test to the class with two-three other classmates. You will also need to turn in a three page (maximum) review of a test that provides the domains measures, scales, scoring, norms and standardization information, target population, publisher, cost, authors, test format/procedure, psychometric properties, administration and scoring process, etc. You will also be expected to give a critique of the test including strengths and weakness of the test. Please provide other classmates with a copy of your review. A list of possible instruments for review will be provided (20%).

Assessment Report: (25%):
For this assignment, you will be required to write a testing report. Please team up with another classmate and use each other as a subject. You will need to interview the subject to make an assessment plan, then you will administer, score, and interpret at least three instruments that you choose and use the results to write up your case study report. Format includes: Demographics, test date, examiner, date of testing, Methods of Assessment, Reason for Referral, History and Background, Behavioral observations, Analysis of Test results, Summary and Interpretation, and Recommendations. Draft will be accepted no later than two weeks prior to due date.  

Course Evaluation



Attendance and Class Participation 5%
Mid-term Exam 25%
Final Exam
Test review 20%
Report 25%
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Graduate Grades that will be assigned:


100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
82.5 – 87.4% = B
80.0 – 82.4%
77.5 – 79.9%
70.0 – 77.4% = C
0 – 69.9% = F


Students will be graded based on the scoring rubric provided. The grades are assigned according to the values published by the Hunter College Graduate catalog.

1 *Course Introduction/Historical Perspectives Concerning the Nature and Meaning of Assessment / Ethical and Legal Considerations
7A, 7B, 7F, 7G, 7I
2 **Diversity and Multiculturalism 7B, 7F, 7G
3 Fundamentals of Testing and Measurement: Statistical Concepts- Norms, Scoring, Measures of Central Tendency, Interpretation, SPSS 7B, 7C, 7F, 7G
4 Fundamentals of Testing and Measurement: Measurement Concepts- Reliability, SEM, Validity, Scales, Test Development 7B, 7C, 7D, 7F, 7G
5 Assessment and Intelligence 7B, 7F,7G
6 Assessment of Aptitude and Achievement 7B, 7F, 7G, 7H
7 Neuropsychological Assessment 7B, 7F, 7G, 7H
8 Assessment of Personality, Mental Health and Psychopathology
7B, 7F, 7G, 7H
9 Midterm 7F,7G
10 Assessment of Interests, Values and Attitudes 7B, 7F, 7G
11 Intake Interviews, Report Writing and Professional Standards, Feedback 7B, 7F, 7G
12 Behavioral and Environmental Assessment: ADHD and Behavioral Disorders 7B, 7F, 7G
13 Learning Disabilities; High Stakes Testing, Accommodations and Special Populations 7B, 7F, 7G
14 Fairness, Test Bias, Cross Cultural Issues 7B, 7E, 7F, 7G
15 Final Exam


* Note – In addition to this class session, ethical and legal considerations are infused where appropriate throughout the course.

** Note – In addition to this class session, diversity and multiculturalism issues are infused where appropriate throughout the course.  

Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

Integrity and Plagiarism
Hunter College has subscribed to the online company, allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).

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