Introduction TO Assessment in Counseling Chapter
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Purpose of assessment - ✔✔(p. 6-7)
- assessment as a continuous process during treatment
- serves four primary purposes:
1. screening
2. diagnosis
3. treatment planning and goal identification
4. progress evaluation
Assessment Practice in Ancient times (BCE) - ✔✔(p. 7)
- Chinse empire's civil service exam to become a government official around 2200 BCE and
remained in use until 1905, lasted three days and covered topics of civil law, military affairs,
agriculture, revenue, geography, archery, horsemanship and writing
- Ancient Greeks adjunct to education, educational planning in philosophy by Socrates in 500
BCE; Plato suggested people work at jobs consistent w/ abilities and endowments, matching
skill w/ aptitude
- then a gap of recorded use from then until the 1500s
Assessment Practice in the Middle Ages (1500s) - ✔✔(p. 8)
- Juan Huarte (first use of mental intelligence testing) published Examen de los Ingenios Para las
Scienzias or The Trial of Wits: Discovering the Great Differences of Wits Among Mena and What
Sort of Leaning Suits Best With Each Genius; suggests students should be assessed prior to
academic training to match intellectual capability with careers.
- Jesuits began using written exams across Europe and used for screening, placement, and
evaluative purposes; thought to be a form of social control because only nobility or clergy were
literate
, The Modern Testing Movement (1800s) - ✔✔(p. 8-10)
- traced to Victorian Era and English Biologist, Francie Galton and inspired by his cousin Charles
Darwin, he studied heredity; wrote book Hereditary Genius 1869; developed statistical
concepts the normal curve and correlational analysis; he encouraged Karl Pearson to develop a
way to measure the strength of association between 2 variables known as the Pearson product-
moment correlation coefficient (r)
- Wilhelm Wundt (father of experimental psychology) drawn to studying human intelligence,
assessed sensory phenomena (visual, auditory, olfactory, and tactile stimuli) reaction times;
more interested in similarities than differences; emphasizes rigorous control of experimental
conditions which led to standardization procedures that play a prominent role in modern
assessment practices
- James McKeen Cattell doctoral student of Wundt at University of Leipzig, studied in Galton's
lab; established firs American Experimental psychology lab; trained next gen of American
psychologists; worked on human intelligence, published a paper in 1890 where introduced the
term "mental test' to assess college students' intellectual level (included muscular strength,
speed of movement, sensitivity to pain, keenness of vision and hearing, weight discrimination,
reaction time, and memory); inclusion of memory was pioneering, at later rendered irrelevant
- works led to rapid growth and expansion of assessment in the 20th century.
Assessment in the Modern Era (1890s-1910s) - ✔✔(p. 10-12)
- Alfred Binet and Victor Henri, French psychologists defined intelligence as a collection of
complex mental abilities such as memory, abstraction, judgment, analytic processing, and
reasoning; Binet-Simon scale of intelligence (1905); revised in 1908 which included the term
intelligence quotient (IQ) which is a ration between mental age and chronological age and
1911; more in Chapter 7
- Lewis Terman published a revised version of the Binet-Simon intelligence scale and as a result
of translations into English, normative studies, and adding several new subtests his revision is
known as the Stanford-Binet test of intelligence
- Robert Yerkes serving as president APA in World War I urged involvement in the war effort;
developed by a group the Army Alpha & Beta tests in 1917 designed to assessing intellectual
and emotional functioning of recruits entering military, selection of officers, and assignment to
specific occupations or units.
- Vocational guidance movement:
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