This course is a study of group and individual assessments used in schools and agencies.
Data from assessments are often used to help inform decision-making and to construct
intervention and treatment plans. The focus of this course is on the nature, use, and
interpretation of various evaluation methods used to measure/assess aptitude, achievement, career
interests, personality, mental health functioning, and intelligence of students and clients.
Emphasis is placed on being a competent consumer of assessment tools and on examining how
assessment fits into the overall counselling process. Within this framework, the focus is on
appropriate and ethical assessment selection, administration, and interpretation, the use of both
formal and informal assessment tools, and the ethical use and communication of assessment
After successfully completing this course, students will be able to:
- Identify the history, purposes, utility, and limitations of assessment instruments and
methods used in educational and other counselling settings. Define assessment as related to
counselling and describe how it is part of the larger counselling process.
- Differentiate between group versus individual, and formal versus informal assessment
instruments/methods and their appropriate use in educational and other counselling
- Characterize assessment issues such as test bias, value-laden constructs, linguistic
validity, translation, and individual/group identities giving special attention to assessment of
children and adolescents, and assessment of clients who are members of equity-seeking
- Analyze critical ethical and legal issues related to assessment and specifically the process
when evaluating diverse clients. Integrate analysis of these issues into professional learning
- Define concepts related to psychometrics and statistics involved in instrument development,
reliability coefficients, variance, standardized and converted scores (T-scores, z-scores),
validity, and measures of central tendency.
- Analyze, evaluate, and choose, based on appropriateness, formal and informal measures,
outline their uses and limitations, and learn how to interpret assessment scores utilizing
available technical information and published critical evaluations.
- Prepare a basic assessment report incorporating multiple sources of data and relevant
cautions and recommendations.
- Demonstrate basic skills in learning how to communicate assessment results to
parents/guardians and clients themselves.
- Explain the differences between specific types of assessment instruments and implement
appropriate measures/processes based on client needs.
The course is divided into twelve units, which are further divided into topics of study:
EDUC 5521: Assessment and Evaluation in Counselling includes the following 12 modules:
- Module 1: What is Assessment and How Does it Fit Into the Counselling Process?
- Module 2: Fundamentals of Assessment for Counsellors: Methods and Sources of Information
- Module 3: Ethics and Multicultural Practice in Assessment
- Module 4: Statistical Concepts and Assessment Scores
- Module 5: Reliability and Validity
- Module 6: Ethical Selection and Administration of Assessment Instruments
- Module 7: Assessing Intelligence and Achievement
- Module 8: Aptitude and Career Assessment
- Module 9: Personality Assessment
- Module 10: Clinical and Mental Health Assessment
- Module 11: Assessment in Education/Assessment with Children and Adolescents
- Module 12: Communicating Assessment Results
Required text and materials
Drummond, R.J., Sheperis, C., & Jones, K. D. Assessment Procedures for Counselors and
Helping Professionals. 8e. Columbus, 2015.
Type: Textbook: ISBN: 978-0-13-285063-6
Online students are responsible for sourcing and ordering their own textbooks. You can order
the text through the TRU Bookstore at http://thebookstore.tru.ca/. A textbook list will be provided with a registration package
when you are eligible to register. If you have any questions please contact the MEd program at
In order to successfully complete this course, students must obtain at least 50% on the final
project and 70% overall. The following chart shows how the final grade is determined for this
|Assignment 1: Test Critique/Presentation
|Quiz 1: Modules 1-5
|Online Discussions 1: Modules 1-6
|Assignment 2: Case Study Summary Project
|Quiz 2: Modules 6-12
|Online Discussions 2: Modules 7-12
|Final Project: Self Report *
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is
through the "mail" tool in the Learning Environment or by phone. Students will receive the
necessary contact information when starting the course.