Measurement & Appraisal in Counseling Page 1

Measurement and Appraisal in Counseling COUN 6840 Professor: Office: Phone: E-Mail: Required textbook: None. Course readings are on D2L website. Course description: The goals of this course include providing students with a sound foundation in understanding the principles and procedures of psychological & educational testing applied to counseling. Areas that will be covered include standardized and non-standardized tests, individual and group tests, test construction, establishing norms, methods of determining test reliability and validity, reporting of test results, and special issues. Students will survey several broad categories of tests and assessment techniques that can be used with children, adolescents, and adults including psychological, educational, counseling and vocational domains and study the most widely used tests in these categories. The impact of cultural factors on test administration, test scores, and test interpretation will be addressed as will ethical and legal issues pertaining to the testing process. Students will have the opportunity to view some tests first-hand and to take tests as part of the learning process. Students will participate in various activities throughout the course of the semester to enhance the learning process. Student learning outcomes: COUN 6840 Measurement and Appraisal in Counseling 2009 CACREP Standards Standard # Core Curricular Category Standard Learning Activities & Experiences II-G-3-e Human Growth & Development a general framework for understanding exceptional abilities and strategies for differentiated interventions readings; Exam II-G-4-f Career Development assessment instruments and techniques relevant to career planning and decision making readings; Keirsey Temperament Sorter II assignment; Exam II-G-5-c Helping Relationships essential interviewing and counseling skills readings; Measurement & Appraisal in Counseling Page 1

Discussion board questions; Exam II-G-7-a Assessment historical perspectives concerning the nature and meaning of assessment II-G-5-b Assessment basic concepts of standardized and nonstandardized testing and other assessment techniques, including normreferenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations II-G-5-c Assessment statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations II-G-8-d Assessment reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information) II-G-8-e Assessment validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity) II-G-7-f Assessment social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations II-G-7-g Assessment ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling readings; Exam readings; Exam readings; Normsbased interpretation exercise; Exam readings; Judging the reliability of tests exercise; Exam readings; Exam readings; Exam readings; Ethics in Testing Benchmark Test Standard # Clinical Mental Health Counseling Standard Learning Activities & Experiences CMHC-G-1 Assessment Knowledge CMHC-G-2 Assessment Knowledge Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments readings; Discussion board questions; Exam readings; Discussion board questions (Normbased interpretation exercise; BASC-2 exercise); Exam Measurement & Appraisal in Counseling Page 2

CMHC-H-1 Assessment Skills & Practices Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols readings; Discussion board questions; Selection of a Test/Assessment Activity assignment; Exam CMHC-J-3 Research & Evaluation Skills & Practices Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs readings; Analyzing and Using Data to Increase the Effectiveness of Interventions exercise CMHC-K-4 Diagnosis Knowledge Understands the relevance and potential biases of commonly used diagnostic tools with multicultural populations readings; Diversity in Assessment benchmark quiz; Exam CMHC-L-1 Diagnosis Skills & Practices Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments readings; Discussion board questions (Normbased interpretation exercise; BASC-2 exercise) Standard # School Counseling Standard Learning Activities & Experiences SC-H-2 Assessment Skills & Practices Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development readings; Exam SC-H-3 Assessment Skills & Practices Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs readings; Discussion board questions; Analysis of TCAP results quiz; Exam SC-I-3 Research & Evaluation Knowledge Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation) readings; Exam Necessary student internet skills and equipment: Measurement & Appraisal in Counseling Page 3

This is an online course, meaning that the course material and related activities will be presented on a computer and completed outside of the classroom, respectively. It is important that you have at least minimal competence in the use of the Internet and know how to send and receive e-mail messages and post messages to a discussion board in order to successfully complete this course. It will be most convenient for you to use your personal computer to complete computer-based assignments in this course. However, if you do not own a computer or cannot access course material with your computer (e.g., because of an old operating system or other computer glitch ), then you may use select computers on campus that have Internet access (e.g., BAS S137, library) or any other Internet-accessible computer to complete assignments. This last point cannot be emphasized enough - if you are having problems with your computer then you must find another computer to use to keep up with assignments/tests! Troubleshooting assistance: If you have problems accessing the D2L (i.e., Desire to Learn) Measurement and Appraisal in Counseling website, then you should contact the Instructional Technology Help Desk for assistance (615-898-5345 or help@mtsu.edu). Course structure: You will be required to complete a variety of Internet-based and related activities during the course. The course is presented in modules which contain topic-specific material relating to the chapter to be covered during a particular week (day during summer session) of class. For each module, you will read the information contained on the Measurement and Appraisal in Counseling website and complete any assigned activities associated with a module. Some of these activities entail responding to questions pertaining to the module material and/or readings, while other activities include searching websites that contain information/resources and using discussion boards to spark discussions relating to the material. You do not have to complete modules on the day they are assigned. You may complete the module on that day or any day prior to the exam (SUGGESTION: Don t procrastinate!). Course notes will be available by accessing the Measurement and Appraisal in Counseling website through D2L (i.e., https://elearn.mtsu.edu), MTSU s portal to university-related materials. You will be expected to keep up with the readings and contribute to class discussions on an electronic discussion board. Each module will have specific instructions for readings, outside activities, and directions for class discussion and/or written reactions. Your input and reactions are very important to the instructor and fellow classmates. Some students quickly discover that an Internet course takes more initiative than traditional face-toface instruction and can, in many ways, take them by surprise. As such, it is important that you pay close attention to the course schedule in order to stay on top of things! Since class activities take place at a distance, it is easy to put off studying to attend to other responsibilities that may seem more pressing. However, you are urged to be careful not to fall behind. Between working through the on-line lessons, completing the corresponding reading and writing assignments, and conducting related Web and library research, you should plan on spending an average of two to three hours per week on this course (and one to two hours per day during the summer session). Measurement & Appraisal in Counseling Page 4

IT IS VERY IMPORTANT THAT YOU CHECK YOUR UNIVERSITY E-MAIL ACCOUNT WITHIN THE D2L/MEASUREMENT AND APPRAISAL IN COUNSELING WEBSITE FOR MESSAGES AT LEAST THREE TIMES PER WEEK THROUGHOUT THE COURSE OF THE SEMESTER (AND ON A DAILY BASIS DURING THE SUMMER SESSION) AS THIS IS THE PRIMARY WAY THAT THE INSTRUCTOR WILL COMMUNICATE WITH YOU! (NOTE: University e-mail addresses have automatically been entered into the Measurement and Appraisal in Counseling website by the Office of Information Technology and these are the addresses that must be used for the course. The instructor will not use any other e-mail address for communication purposes.) If at any time you feel like you are having trouble keeping up, please contact the instructor immediately so the problem can be addressed expediently. Evaluation of coursework: 1. Class participation. You are required to post responses to an electronic discussion board pertaining to questions posed by the instructor and exercises associated with a few modules. The minimum amount of participation is to contribute to an online classroom discussion at least five times throughout the course of the semester AND to respond to the responses of classmates at least five times (i.e., five sets of discussion board responses). In order to receive credit for class participation, YOU ARE REQUIRED TO DEPOSIT COPIES OF YOUR RESPONSES (I.E., YOUR RESPONSES TO DISCUSSION QUESTIONS AS WELL AS YOUR RESPONSES TO CLASSMATES RESPONSES) IN THE APPROPRIATE D2L/MEASUREMENT AND APPRAISAL IN COUNSELING DROPBOXES AS WELL AS POSTING YOUR RESPONSES TO THE DISCUSSION BOARD BY THE DUE DATE SPECIFIED BY THE INSTRUCTOR. You should not post or deposit discussion board responses IN ADVANCE of the suggested date for a module! It only serves to confuse other students if you post a response to, say, Module 8 when everyone else is still posting responses to Module 3. D2L dropbox instructions: After writing a response to a discussion question (and a response to the discussion board posting of a classmate) and prior to posting it to the discussion board, highlight and copy the response, create a new Microsoft Word file and paste the discussion response into the new document. The following format should be used to title and save the file: John Doe (i.e., your name).module2discussion (or whatever module the question pertains to) e.g., John Doe.Module2Discussion e.g., John Doe.Module2Discussion.ReponseToClassmate Once the file has been created, you can post your response to the discussion board. Next, click on Dropbox on the menu bar of the course website and locate the box/folder corresponding to the module discussion question you just completed (e.g., Module2.Norms And Basic Statistics ) and upload the file into that specific dropbox (i.e., deposit mail into the dropbox). IMPORTANT NOTE REGARDING DISCUSSION BOARD POSTINGS: Simply writing a few words or a sentence and posting this to the discussion board does not constitute proper participation (e.g., I agree with what Ernie said. ). If it is apparent to the instructor that you are merely posting responses for the Measurement & Appraisal in Counseling Page 5

sake of earning participation points, and have not really thought about the issues at hand, you will not receive credit for participation. The instructor is looking for well-reasoned thoughts, opinions, positions, and/or arguments pertaining to questions or the responses of classmates. Discussion Board Scoring Rubric 5 points 0 points Discussion board responses: are made in time for others to read and respond deliver information that is full of thought, insight, and analysis make connections to previous or current content or to real-life situations contain rich and fully developed ideas, connections, or applications Discussion board responses: may not be made in time for others to read and respond are rudimentary and superficial; there is little evidence of insight or analysis contribute few ideas, connections, or applications may be off topic You are required to post and deposit into dropboxes responses to discussion questions AND responses to responses of classmates pertaining to the following modules: Section 1 Discussion Board Postings: Post at least one response AND one response to the response of a classmate pertaining to one of these modules: Module 2: Norms & Basic Statistics Module 3: Reliability Section 2 Discussion Board Postings: Post at least one response AND one response to the response of a classmate pertaining to one of these modules: Module 5: Building a Test Module 7: Wechsler Adult Intelligence Scales - 4 th Edition Module 8: Kaufman Brief Intelligence Test - 2 nd Edition Section 3 Discussion Board Postings: Post at least one response AND one response to the response of a classmate pertaining to one of these modules: Module 10: Structured Personality & Symptom Inventories Measurement & Appraisal in Counseling Page 6

Module 15: Interviewing Techniques Although you are required to post at least one response AND respond to the response of a classmate to each of the three sections above, you still must post a MINIMUM of five sets of responses throughout the course of the semester/summer session. Each set of responses that is deemed worthy of credit is worth 5 points (you are awarded points for sets of responses and not individual responses). You may only accumulate 5 points per discussion topic/activity, although in some cases you may choose to post more than one set of responses to a particular topic/activity. If you have not posted any responses by the time, say, the Interviewing Techniques discussion board activity rolls around at the end of the semester/summer session and think to yourself, I ll just post four different sets of responses to the Interviewing discussion question so I can get all of my discussion points, you will be surprised to discover that you are only eligible to earn points for ONE set of responses. Likewise, if you get to the end of the semester/summer session and attempt to post sets of responses to discussion board activities that occurred earlier in the semester/session OR post five sets of responses that only pertain to ONE of the sections listed above, you will not receive credit for posting responses late/in this manner. Responses to discussion board activities will account for 12% of your grade (5 points x 5 sets of discussion board responses = 25 points). Class participation points will be assigned as follows: 25 points if you post to the discussion board 5 sets of discussion board responses AND deposit these responses in the appropriate dropboxes within the specified time frame and the instructor deems the responses worthy of credit. Discussion board responses must be distributed across the three sections as specified previously in order to receive proper credit. 20 points if you post to the discussion board 4 sets of discussion board responses AND deposit these responses in the appropriate dropboxes within the specified time frame and the instructor deems the responses worthy of credit. Discussion board responses must be distributed across the three sections as specified previously in order to receive proper credit. 15 points if you post to the discussion board 3 sets of discussion board responses AND deposit these responses in the appropriate dropboxes within the specified time frame and the instructor deems the responses worthy of credit. 10 points - if you post to the discussion board 2 sets of discussion board responses AND deposit these responses in the appropriate dropboxes within the specified time frame and the instructor deems the responses worthy of credit. Discussion board responses must be distributed across two sections in order to receive proper credit. 5 points if you post to the discussion board 1 set of discussion board responses AND deposit these responses in the appropriate Dropbox within the specified time frame and the instructor deems the responses worthy of credit. 0 points if you fail to post any discussion board responses to the discussion board OR if you fail to deposit any discussion board responses in the appropriate dropboxes within the specified time frame AND/OR if the instructor deems that no discussion board response is worthy of credit. Measurement & Appraisal in Counseling Page 7

2. Exams. There are four (4) 30-point exams that account for 58% of your grade. The exams are multiple-choice and non-cumulative. Each exam covers the module material posted on the website (i.e., course notes, handouts, etc. contained in modules). Exams can be accessed by clicking on Quizzes on the menu bar of the course website. Please write down your answers to test questions on a piece of paper as you take exams so in the event of a technical glitch you can send copies of their answers to the instructor or have the instructor re-set the exam for you. ACADEMIC HONESTY STATEMENT: Although there is no way the instructor can guarantee test security, you are requested to refrain from sharing exam items with anyone outside of the class as some items may be used with other students in the future. You are in the process of developing your identity as a professional counselor and it is important that you demonstrate a commitment to uphold ethical standards of the American Counseling Association and other applicable organizations. You will have ninety (90) minutes to complete online exams. Once the 90 minute time period has elapsed, you are no longer able to submit answers, thus it is important that you keep track of how much time you have left as you take exams. In addition, you must submit all of your answers to exam questions prior to the deadline set forth by the instructor on the website (i.e., if the instructor indicates that you have until 11:00 p.m. on a particular day to finish your exam, then you should submit all of your answers by 10:59 p.m. or else D2L will not accept the answers and you will be out of luck). The instructor will inform you of the days and times that exams are available for completion. Exams are available to take anytime within a 40 hour time period (between 6:00 a.m. on a Saturday morning and 10:59 p.m. on a Sunday evening). The instructor will not schedule special times for you to take exams. If you are unable to take an exam online due to technological difficulties or if your scores do not appear/register properly under Grades after taking an exam, then you may submit your answers to the instructor by e-mail, but must do so within 24 hours of the posted ending time for the exam! 3. Class assignments: You are required to write two 1 2 page reports on the following psychological tests: a. Kaufman Brief Intelligence Test 2 nd Edition b. Keirsey Temperament Sorter II. This test can be accessed on the Keirsey website. After you have responded to all of the test questions, you should opt to purchase the Classic version of the test. There is a $14.95 charge for this test. Instructions for writing the reports can be found with the Kaufman Brief Intelligence Test 2 nd Edition and Structured Personality Tests & Inventories module materials. Each report is worth 10 points (20 points possible). Class assignments account for 10% of your grade. Assignments will be graded within one week after submission. The instructor will use the following rubric to grade reports: Measurement & Appraisal in Counseling Page 8

Grading Rubric for Kaufman Brief Intelligence Test 2 nd Edition and Keirsey Temperament Sorter II (KTS-II) Reports Unacceptable Marginal/Acceptable Target/Outstanding I Used proper formatting to write report ADD up to 2 points Did not format report as instructed Formatted the majority of the report as instructed. Formatted the report as instructed. 0 points 1 point 2 points II Accuracy of data / test results Inaccurate data / test results reported Mostly accurate data / test results reported Accurate data / test results reported ADD up to 4 points 0 1 points 2-3 points 4 points III Quality of interpretations / discussion of test results Poor interpretation of test results; Ideas are frequently presented without attention to synthesis or critical analysis Mostly accurate interpretation of test results; Effort is made to synthesize and critically analyze ideas Accurate interpretation of test results; Ideas are well synthesized and critically analyzed ADD up to 4 points 0 1 points 2-3 points 4 points IV Mechanics (spelling, basic punctuation, and typos) Errors in spelling, punctuation and/or typos are numerous throughout the report. Errors in spelling and punctuation are minimal as are typos. The report is basically free of spelling and punctuation errors, and typos. DEDUCT up to 3 points 3 points 1-2 points 0 points 4. Application of psychological tests/assessment procedures paper. You are required to write an application-based paper in which you identify three tests and/or assessment procedures (e.g., interviews, behavioral observation) that you might actually use in your professional counseling career. You should justify your reasons for using the particular tests/assessment procedures, provide Measurement & Appraisal in Counseling Page 9

information pertaining to their reliability and validity, and interpret test scores for a fictitious student/client based on two of these tests. Directions for the paper can be found on the course website. You can earn 35 points for the paper, which accounts for approximately 17% of your grade. Application papers will be graded based on criteria outlined in the rubric at the end of the syllabus within one week after the submission of your paper. 5. Selecting a Test/Deciding on an Assessment Approach. You are required to read a case scenario pertaining to a student or client who is exhibiting various types of problems and specify three tests and/or assessment approaches you might utilize in the situation. You must justify the reasons for your choices and discuss how your choices may be impacted by student/client diversity factors. You can earn 5 points for this capstone activity, which accounts for 3% of your grade. Summary of Graded Activities for Measurement & Appraisal in Counseling Course Activity Points % of Overall Grade Discussion board 25 12 Exams 120 58 Assignments 20 10 Application paper 35 17 Selecting a Test / 5 3 Deciding on an Assessment Approach 205 100 Grading system: There are a total of 205 points that can be earned in this course. There is no opportunity to earn extra credit! The following grading scale will be used to calculate students scores as follows: 191 205 A 185 190 A- 179 184 B+ 173 178 B Measurement & Appraisal in Counseling Page 10

165 172 B- 159 164 C+ 153 158 C 145 152 C- 139 144 D+ 133 138 D 125 132 D- 124 and below F Counseling dispositions: Graduate students in the Professional Counseling program are required to demonstrate program Dispositions (i.e., being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and professional endeavors. Information regarding demonstration of these dispositions may be communicated to program faculty and used as a component of the faculty s continuous evaluation of student progress. (See Professional Counseling Program Handbook for details.) Dropping this course: If you discontinue participating in class, (i.e., do not complete the required course work), but do not officially drop or withdraw from the course, then you will receive a grade of F. You may only drop the course within the course drop/add period. Reasonable accommodations for students with disabilities: If you have a disability that may require assistance or accommodation or have questions related to any accommodations for testing, etc., then contact the instructor as soon as possible. You may also contact the MTSU Disabled Student Services office (615-898-2783) with questions about such services. Resources for success in graduate school: James A. Walker Library Distance learning librarian: Amy York (ayork@ulibnet.mtsu.edu) University Writing Center University College (previously Continuing Education & Distance Learning ) Academic misconduct policies Frequently asked questions: Frequently Asked Questions may be found on the D2L website (link can be found on the menu bar). Housekeeping rules: Measurement & Appraisal in Counseling Page 11

1. Make-up exams are only allowed in the case of an emergency or illness. Forgetting to take an exam during the specified time period, going out of town for a wedding, having to work all weekend, etc. are not adequate justifications for making up an exam. To make up an exam, you should make an effort to contact the instructor before the scheduled exam. Making up an exam due to an illness or attendance at a funeral will require a doctor s excuse verifying the illness or a copy of the funeral program. 2. Save files of all written assignments (i.e., K-BIT-2 and Keirsey Temperament assignments; application paper) that were submitted to the instructor. In addition, record your answers to exam questions on a separate piece of paper as you take exams in the event that a computer malfunction prevents you from submitting your answers to the D2L/ Measurement and Appraisal in Counseling website thus requiring you to e-mail answers to the instructor (or have the instructor reset the exam for you on the website). 3. Please refrain from posting discussion board responses IN ADVANCE of the suggested date for a module. 4. Test security is important. You MAY NOT share the contents of exams with anyone - in paper or electronic form - including online exam sharing sites. Students who engage in this practice may be subject to dismissal from the university. DISCLAIMER: This course does not provide adequate preparation in the administration, scoring, and interpretation of all psychological and educational tests. The goal is to familiarize you with commonly used tests and the psychological testing process and the principles upon which psychological testing is based. The administration, scoring, and interpretation of most psychological and educational tests require supervised experience in an appropriate setting. Measurement & Appraisal in Counseling Page 12

Course Outline Topic/Module Suggested to Complete Course Readings & Activities Orientation (review syllabus) Introduction Norms & Basic Statistics for Testing Reliability Validity Exam #1 Building a Test The Nature of Intelligence The Wechsler Adult Intelligence Scale 4 th Edition Kaufman Brief Intelligence Test 2 nd Edition Exam #2 Prior to Spring break Group Ability Tests Structured Personality & Symptom Inventories Projective Personality Tests Tests for Choosing Careers Exam #3 Kaufman Brief Intelligence Test 2 assignment due Keirsey Temperament Sorter II (Classic version) should be taken online no later than April 4 (KTS-II assignment can be found in Structured Personality module) Selection & Decision Analysis Keirsey Temperament Sorter II assignment due Measurement & Appraisal in Counseling Page 13

Test Administration Interviewing Techniques Alternatives to Traditional psychological Tests Exam #4 Application of Psychological Tests/Assessment Procedures paper due Selecting a Test/Deciding on an Assessment Activity due There is no comprehensive final exam administered in this class. There is no extra credit that can be earned in this course. Measurement & Appraisal in Counseling Page 14

Grading Rubric for Application Paper (Adapted from Dr. Stella Porto) Qualities & Criteria Unacceptable Marginal/Acceptable Target/Outstanding Format/Layout Presentation of the text Structuring of text Follows requirements of length, font and style Poorly follows the requirements related to format and layout. (0 1 point) Follows, for the most part, all the requirements related to format and layout. Some requirements are not followed. (2 3 points) Closely follows all or nearly all of the requirements related to format and layout. (4 5 points) Content/Information All elements of the topics are addressed The information is technically sound Information based on careful research and/or reasoning Coherence of information The paper does not address relevant topics/issues (or does so poorly). The provided information is unnecessary or insufficient to discuss the topic/issues. The provided information is not based on careful research and/or reasoning. The information is not presented coherently. The paper essentially addresses relevant topics/issues. The provided information is, for the most part, necessary and sufficient to discuss the topic/issues. The provided information is based on some careful research and/or basic reasoning. The information is presented fairly coherently. The paper addresses relevant topics/issues. The provided information is necessary and sufficient to discuss the topic/issues. The provided information is based on careful research and demonstrates complexity in reasoning. The information is presented coherently. (Weight 50%; 18 points possible) (0 6 points) (7 14 points) (15 18 points) Measurement & Appraisal in Counseling Page 15

Quality of Writing Clarity of sentences and paragraphs No errors and spelling, grammar and use of English Organization and coherence of ideas The paper is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The paper is badly organized, lacks clarity and/or does not present ideas in a coherent way. The paper is well written for the most part, with few spelling, grammar or use of English errors. The paper is for the most part well organized, clear and presents ideas in a coherent way. The paper is well written from start to finish, without spelling, grammar or use of English errors. The paper is well organized, clear and presents ideas in a coherent way. (Weight 30%; 10 points possible) (0 2 points) (3 7 points) (8 10 points) References and use of references Scholarly level of references How effective the references are used in the paper Soundness of references APA style in reference list and for citations Most of the references used are not important, and/or are not of good/scholarly quality. There is not a minimum of 2 scholarly resources, and/or they are not used effectively in the paper. References are not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style. Most of the references used are important, and are of good/scholarly quality. There is a minimum of 2 scholarly resources that are for the most part used effectively in the paper. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. All the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are used effectively in the paper. All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. (Weight 5%; 2 points possible) (0 points) (1 point) (2 points) Measurement & Appraisal in Counseling Page 16