ASSIGNMENT
What is needed for a good assessment of an individual?
Why should assessment procedures often be considered when working with students or clients?
Describe the importance of having an understanding of cross-cultural issues when using assessment procedures. What do these procedures look like, specifically?
Part I: Using the scores below, create a frequency distribution:
1 2 4 6 12 16 14 17 721
4 3 6 114 10
12 7 93 213 61 3
5 10 3
Part II: Once you are done, use the numbers above to develop:
a histogram that uses class intervals which has 3 numbers in each interval
a frequency polygon that uses class intervals with 4 numbers in each interval and
a cumulative distribution that has class intervals that has 4 numbers in each interval.
Discuss the strengths and weaknesses of using a criterion-referenced test instead of a norm-referenced test to measure progress as defined by the No Child Left Behind Act or other high-stakes testing standards.
Explain what a grade equivalent is. What is a potential major downfall of using a grade equivalent type of score?
Identify the four different types of scales of measurement, and give examples of situations when some might be more appropriate to use than others.
Read the article on School Counselor and School Psychologist collaboration.
School Counselors and School Psychologists: Partners in Collaboration for Student Success Within RTI and CDCGP Frameworks Elias Links to an external site.
Then, answer the questions below:
Discuss the Tiered Intervention process as described in the article. How does this describe the direct services in which school counselors provide?
How can school counselors and school psychologists collaborate within each Tier?
What barriers or challenges might you anticipate regarding collaboration? What are some ways to address these challenges?
What strategies would you use to collaborate with the school psychologist in your building in the future?
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