Whenever a testing or assessment is undertaken on a human being, there will always be a psychological undertone to it. This is because any form of testing not only requires mental input but also affects the mind. There are different types of testing available, such as actual psychological tests, academic tests and also employment based testing. The skills developed by counselors in testing have, therefore, been expanded for use in different areas where testing is done. Psychological tests, for instance, may not be as scientific and straightforward as medical tests, and this makes them exponentially complicated and malleable. This is why in the few centuries that modern psychology has been practiced, various tests and testing instrumen ts have been developed. Validity, reliability, accuracy, and professionalism in testing have been achieved through several publications that enlighten and direct practitioners through the testing processes.
Publication #1
The American Counseling Association. (2014). Evaluation, Assessment, and Interpretation . In 2014 ACA code of ethics (pp . 11-12). Alexandria, VA . : Author. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf
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Publication Summary
This publication, also known as section E of the ACA code of ethics deals with Evaluation, Assessment, and Interpretation. It relates to who ought to carry out tests, how, and why the tests are to be performed, and the level of protection available during and after the testing process. This section is divided into fourteen main parts that comprise of the introduction and thirteen subsections. The introduction part confirms evaluation and testing as an integral part of counseling, which is fundamental to a counselor . Indeed, it is through testing that the practi tioner is able to understand how to handle a client during the cour se of counseling . The four different forms of assessment listed are education based, mental health-related , psychological, and career based assessments (AMA, 2014) .
Section one to four deal with the process of testing and the process to be utilized therein. Among the key factors outlined include the fact that the individual carrying out the actual testing as well as making any decisions based on the testing results must be qualified, licensed, and competent to carry out the assessment. Further, the issue of informed consent is also factored in this segment indicating the necessity to inform the client in detail about what the test entails, the n seeking their consent before carrying out the test (AMA, 2014) . Finally, the reasons for the test are indicated to be limited only to the best interests of the client. Thus, the test should be carried out in a manner and to the extent that it meets these fundamental interests of the client. Issues kindred to the results are covered in sections 3b and 4 and indicate that the results of the tests must be released to authorized and qualified individuals.
The procedures kindred to testing are outlined in the rest of the publication from number 5 to number thirteen. Among the key issues highlighted include the nature of tools and technology to be employed in assessment and testing. The tools and technology should be proper and well calibrated (AMA, 2014) . Further, the practitioner using the tools and technology must be proficient with them. The crucial subject of cultural diversity and how it must be factored in is also addressed in addition to the fundamental subject of proper supervision and superintendence. Outdated and expired processes, tools and results are forbidden for use, and absolute ethics encouraged.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
The publication has a very important overall message to the effect that assessment and testing are all about the practitioner rather than the processes or tools employed. Whereas the publication acknowledges that tools and technology are employed towards the achievement of proper assessment and testing, these appliances do not replace the counselor as the cardinal aspect of the entire process (AMA, 2014) . It is incumbent upon the counselor to choose the right tools and technology and also use it in the right way. Further, the counselor has to ensure proper licensing and qualification to handle the tools as well as the processes. This shows that the entire process relies primarily on the practitioner. Further, the publication reveals the role of the counselor to be chiefly towards the client. The counselor has to procure informed consent from the client, ensure the client’s interests are met, and also not reveal the results to anyone other than those specifically competent and qualified to handle them (AMA, 2014) .
Publication #2
Balkin, R.S. & Juhnke, G.A. (2014). The Role of Assessment in Counseling. In The theory and practice of assessment in counseling (pp. 1-12). NY: Pearson Education. Retrieved from
http://www.fp.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137017510.pdf
Publication Summary
This publication is a very elaborate overview of all aspects kindred to assessment and testing. It incorporates the actual procedure of testing and assessment even as it differentiates between the two. The article also delves into the process and procedures kindred to assessment and testing, including the various forms of both assessment and testing. Further, the article evaluates the laws associated with assessment and testing including the history of how these laws have been developed (Balkin & Juhnke, 2014) . The role of the counselor within the process of assessment and evaluation as well as the role of the professional organizations and societies that superintend over the same is also discussed . Finally, the publication delves into civil rights issues and the obligations and liabilities kindred to testing.
Assessment is defined as the overall process of collecting information about a client with a view of arriving at a better position to benefit the client within the expectation of the counselor -client relationship. Tests, on the other hand, follow the process of assessment and there are standard tools that are used during the process of collecting this information. Different tests that have been developed over the last few centuries to assist in conducting assessment have been defined (Balkin & Juhnke, 2014) . Further, these tests have been carefully classified into standardized and non-standardized tests. The role of testing as an integral part of assessment as well as the role of assessment as a vital tool in handling clients is carefully defined.
Laws and professional organizations that superintend over assessment and testing form a major part of the defined history of assessment and testing. Among the major needs for laws kindred to assessment and testing relates to the subject of diversity and discrimination. This is shown to emanate from both cultural as well as employment issues. As and when the need arose to handle matters kindred to discrimination, laws have been passed to safeguard the same, a good example given is Civil Rights Act of 1991 (Balkin & Juhnke, 2014) . Further, the need for professional organizations to superintend over individuals conducting assessment and testing arose with the need to streamline the processes. These organizations set up minimum qualifications, standard procedures, and ethical rules, which are defined in the publication.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
The publication rises above just the role of the counselor in test and assessment. However, an understanding of this role is enabled by almost all the elements canvassed within the publication. Where the publication defines and expounds on assessment and testing, it makes it quite clear that the counselor is the main element within the entire process. It is the counselor who decides which tests will be taken and how they will be taken as well as what tools to use. Further, the obligation of interpreting all the results kindred to the tests and assessment made is left to the counselor (Balkin & Juhnke, 2014) . Indeed, unlike in scientific tests where most of the work is done through technical processes, the publication shows that tools are just a means used by the counselor to assist in the process. The actual testing and assessment are made by the counselor who also chooses what instruments to use during the said process. Further, all the laws kindred to assessment and tests cited in the said publication are addressed directly to the counselor (Balkin & Juhnke, 2014) . This cements the role of the counselor in the entirety of the process.
Publication #3
The University of the State of New York, The State Education Department, & Office of Vocational and Education Services for Individuals with Disabilities. (2006). Test access & accommodations for students with disabilities: Policy and tools to guide decision-making and implementation. Albany, NY: Author. Retrieved from http://www.p12.nysed.gov/specialed/publications/policy/testaccess/manual506.pdf
Publication Summary
This publication was written by educational experts in New York as guidelines towards the achievement of the threshold provided by the Individuals with Disabilities Education Act (IDEA) through the No Child Left Behind Act (NCLB) program (USNY et al., 2006) . Traditionally, testing under the school curriculum would be structured in a way that it gradually thinned out students with disabilities, either physical or psychological. Under the NCLB, every child has to be given a fair chance to have an education in spite of the material disability. Among the common disabilities kindred to the subject as outlined in the publication include hearing and sight impairment as well as the psychological problem (USNY et al., 2006) . The testing of these children has to be designed in a manner that takes into consideration the limitations of the learners and tries to give them an advantage that tries to even the odds. This is achieved through testing modification and accommodation, both of which are defined at length in the publication. Accommodation means that the learner will take the same test as other students but under more agreeable conditions. Modification, on the other hand, means that the student would be prejudiced if given the same test as the others, thus a milder and more suitable test is developed (USNY et al., 2006) .
The article then delves into the decision-making process through which learners are picked for testing accommodation and modification. This is a complex process as some students who ought to be in the program can be left out, while some students may feel prejudiced and perhaps discriminated against if placed in the program. The publication, therefore, provides an elaborate process of decision-making, leading to placing learners within the said program (USNY et al., 2006) . Among the decision-makers, in this case, include the general teacher, the special teacher, the parent, and the principal . However, the student is given the veto power to decline the accommodation or modification. The publication then moves to give specific instructions on how modification and accommodation will be undertaken for the differently encumbered learners.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
This publication makes no direct reference to counselors and their role in testing and assessment. However, the nature of provisions given therein create a scenario where counselors must be an integral aspect of the process. This input by the counselors must also include testing and assessment among others (USNY et al, 2006) . A good example is an accommodation and modification based on mental health issues. It would be impossible and also illegal for anyone except a duly certified and qualified counselor to determine whether or not an individual of minority age or otherwise suffers a mental problem. Further, the relationship between physical impairment and normal testing must take into consideration psychological factors which can also only be made by a counselor . This publication, therefore, enables an understanding of the wide array of scenarios where the counselor and assessment/testing comes into place in the ordinary world. Indeed, counselors and assessment/testing do not just come into the picture when a client approaches a professional for help (USNY et al, 2006) . With the advent of IDEA and NCLB, counselors are assuming active roles in the ordinary population, which role extends to testing and assessment.
Publication #4
The American Counseling Association. (2004). The American Counseling Association (ACA) position statement on high stakes testing. Alexandria, VA . : Author. Retrieved from
http://aarc-counseling.org/assets/cms/uploads/files/High_Stakes.pdf
Publication Summary
This publication is a statement by the American Counseling Association about high-stakes testing (HST) in America. It defines HST as those academic tests that have a major impact on the learning process of students and even their future. With education increasingly becoming fundamental to most aspects of life, both professional and private, the state of high stake test grows exponentially (ACA, 2004) . This is among the justifications given by the ACA for developing the instant publication. The main body of the publication entails ten basic prerequisites that according to the ACA should be engendered in any HST. For a start, the publication indicates that HST must be aligned to a general academic standard, which is never static but always malleable. This means that HST standards must be continually reviewed and adjusted in line with adjusting standards. Secondly, the measures used in HST must be multiple, not singular, to capture multiple essences (ACA, 2004) . Thirdly, the impact of HST should be geared towards positive rather than detrimental impact. Further, equity must be pursued and adhered to in HST. The fifth prerequisite relates to the availability of remedial capabilities so that HST is used to enable improvement not write off students. It should also be used to capture academic resource deficiencies and remedy them. The seventh prerequisite deals with the depth and variety of HST to create a balanced multicultural and multi-ability testing. The eighth relates to the usefulness of the test, aligned with the HST being easy enough to be understood by non-professional stakeholders such as parents and students. Validity in spite of diversity as well as fairness , form the ninth and tenth prerequisites respectively (ACA, 2004) . The ACA then directs its members to ensure that these prerequisites are reflected in the HSTs so developed. This creates an onus on counselors to the students they counsel to ensure that the system itself is fair and just to them.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
This publication introduces an entirely new dimension on the role of counselors in tests/assessment. Indeed, it departs from the traditional concept of psychological tests and assessment to encompass academic testing. The role of the counselor in this regard is expanded to that of a student’s advocate. Whereas it is the counselor’s obligation to cater for the emotional needs of the student, this article extends the same to even before the need itself arises. Students will always need psychological assistance and indeed counseling when they are tending towards HSTs (ACA, 2004) . Counsellors ought to assist the students to go through this difficult time by providing professional services to them. However, according to the publication, the obligation of the counselor in testing rises above merely assisting students. The counselor ought to preempt major anxiety, disappointment, and perhaps depression by ensuring that the examinations themselves are set in the right way. Further, after the HST is over, the counselor has the obligation to not only help the students deal with the outcome but also ensure that the outcome has a positive culmination (ACA, 2004) . This is clearly an advocacy role kindred to testing.
Publication #5
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Washington DC: Authors. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/codefair.pdf
Publication Summary
This publication is kindred to the normal testing regimens used on learners in academic institutions. The main premise of the publication lies in the fact that since these normal tests gauge inter alia the psychological aptitude of students, they ought to adhere to both psychological and academic tests rules. This qualification and justification for the publication are given at length at the beginning of the publication. Indeed, the publication is indicated to be in line with American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME] (JCPT, 2004) . These three organizations bring in the psychological aspect of testing alongside the academic/educational aspect.
The publication then introduces and qualifies two main stakeholders in the process of academic testing. These are the test developers and the test users. The test developers are researchers and experts who come up with the modalities and systems through which learners are to be tested. They t hen pass on these modalities and systems to the examination users. These test users are defined as the individuals who take the learners through the actual testing and interpret the test results (JCPT, 2004) . It is also the test users who determine what will happen to the learner , as premised on the results of the said tests.
The publication then proceeds to outline the obligations that ought to be undertaken by the test developers and test users, singularly and severally. The first category of obligations is kindred to the selection of the right tests to be given to the learners. In this category, the obligations of the two parties are given severally, not singularly. The developers ought to carry out extensive research on material tested and how to test it while the users apply this research into the testing process (JCPT, 2004) . The second aspect relates to standardization so that tests are not developed or used in a manner that prejudices some learners. The third is kindred to accuracy in the development of tests, the use they are put to, and the interpretation of the outcomes. Finally, the fourth segment relates to the interaction between the test users and actual test takers. Among the areas focused on is the right for test takers to be informed comprehensively about the particulars of the test and the intent thereof.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
This publication goes into the core of the fact that any and all forms of testing, including academic testing has a major psychological undertone. While carrying out academic tests, therefore, as academicians worry about the academic elements of the tests, it is incumbent upon the counselor as a professional to worry about psychological aspects of the same. Indeed, issues kindred to academic testing have been established by the publication to be closely associated with tests undertaken by counselors . The right to inform the test takers about the particulars of the tests, the right to ensure fairness and absence of bias as well as the obligation to properly and judiciously utilize the outcomes of the results are all associated with the professional obligations of a counselor (JCPT, 2004) . This, therefore, shows that the obligations and role of a counselor also extend to normal academic testing and examination processes . Indeed, according to the publication, a counselor needs to be involved both in the development and use of academic tests.
Publication #6
Nester, M.A., Bruyere, S., & Wall, J. (2003). Pre-employment testing and the ADA. The Association for Assessment in Counseling and Education and the American Rehabilitation Counseling Association. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/employ(1).pdf
Publication Summary
This article relates to employment, which is another area of life where important tests are carried out. The article is, however, very specific to the provisions of the Americans with Disabilities Act (ADA) as relating to testing employees (Nester et al, 2003) . In the preamble, the publication takes the position that not all jobs can be performed by individuals with some disabilities. From a practical perspective, for example, it would be impossible to expect a bus company to hire blind drivers. However, there are many jobs where individuals with disabilities can function just like those without disabilities. In this area, however, some employers may have preferences for individuals without disabilities and use testing to eliminate any chance that persons with disabilities may have (Nester et al., 2003) . It is to address this issue that this publication was made.
The publication elaborately outlines that job applicants with a disability should not in any way be prejudiced during the process of testing unless the actual job applied for will be adversely affected by the said disability. In this regard, therefore, activities, events, and processes undertaken during testing in job applications that may prejudice disabled applicants and do not form integral aspects of the jobs applied for must be eliminated from the process. This will avoid the elimination of qualified applicants whose disabilities would not affect their performance on the job (Nester et al., 2003) .
Over and above the avoidance of inordinate impediments, the publication also provides for accommodation for disabled applicants during tests. This applies in the case the disability has created an impairment to some skill such as speed or movement, and the same is not integral to the position being tested for. The impaired party ought to be granted a level of accommodation in this regard. This accommodation includes being allowed to carry out the test for a longer period or eliminating the elements of the test that are affected by the said impairment (Nester et al., 2003) . This is shown to be geared towards establishing a level playing field for job applicants during testing.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
This publication brings to fore the human resource management arena, which is another area where the input of the counselor cannot be overlooked arena . It solidifies the concept that testing potential employees is an integral element of testing from a psychological perspective and must, therefore, be undertaken according to laid down procedures. Indeed, the article brings an understanding to the reason why many large organizations retain professional counselors to assist in the hiring process. When a company endeavors to hire, a counselor needs to assess the hiring criterion to ensure that it falls within the precincts established by available laws, including the aforementioned ADA (Nester et al., 2003) . Further, during the actual carrying out of the tests themselves, it would be fundamental to have a counselor at hand to assist, more so when impaired individuals are being tested. The counselor will help in understanding whether the impairment will affe ct the carrying out of duties if the employee succeeds in the test. Further, the counselor will be able to advise on whether and how the employee is to be accommodated in the tests.
Publication #7
The Association for Assessment in Counseling. (2003). Responsibilities of users of standardized tests (RUST) (3rd Edition). Author. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/rust.pdf
Publication Summary
Standard testing is one of the hallmarks of modern academia. In the recent years, however, the concept of standardized testing has been adjusted after the realization that there is a material difference between standard testing and rigid testing. This is more so with the advent of the implementation of the No Child Left Behind Policy (AAC, 2003) . The instant article relates to the preparation of standardized testing in academia under the auspices of the Responsibilities of Users of Standardized Tests (RUST). The publication seeks to define and extrapolate on the obligations placed upon any organization that uses standardized testing in academia. It is addressed to various stakeholders such as counselors , teachers and academic administrators (AAC, 2003) . The publication places obligations upon all these stakeholders singularly and severally to ensure that testing is carried out fairly, competently, and smoothly.
The article acknowledges the integral part that technology plays in modern testing. It, however, stresses the importance of ensuring reliability and validity within the technological systems employed. Indeed, an examination can only be considered as standard if the technology involved produces a similar outcome when the same input is made by different participants. To achieve optimum standardization, the technology needs to be able to accommodate the impairments of some of the learners being tested. The accommodation should, however, not affect accuracy (AAC, 2003) .
These levels of reliability and accuracy, yet engendering accommodation should also be visited within the process of test selection, administration, scoring, and implementation of results. The publication outlines with substantiation the procedures and processes that stakeholders must adhere to within the aforementioned steps. The general idea thereof is to ensure the elimination of rigidity through the introduction of accommodations (AAC, 2003) . This accommodation must not come at the expense of the overall reliability and validity of the entire process, hence enabling unbiased and balanced testing for all.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
This article places the counselor in the epicenter of academic-based testing, based on the transformation of standardized testing from the erstwhile rigid testing. It is the obligation of the counselor to understand which students need accommodation and in which manner. This information will then be used in the preparation of the testing process and material. Therefore, the counselor becomes part of the test development team. Secondly, the counselor will have to interact with the students, more so the impaired ones and enable them to adjust and take advantage of the accommodations provided for (AAC, 2003) . Finally, the counselor will help in the interpretation of the tests to come up with results, more so for the impaired learners. These elements cement the place of the counselor as a test user.
Publication #8
The American Counseling Association. (2003). S tandards for qualifications of test users. Alexandria, VA . : Author. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/standards.pdf
Publication Overview
This publication provides what can be termed as the minimum qualification for undertaking tests/assessment as a counselor. This is premised on the fact that a majority of the obligations associated with assessment and testing is purely premised on the counselor undertaking the testing rather than the process. Further, even with regard to the process and procedures, it is the obligation of the counselor to select the requisite process necessary for the assessment of the client. Upon selection of the process, the counselor needs to be able to make use of the said process correctly to come up with a reliable and valid result (ACA, 2003) .
Skill and knowledge are indicated as the fundamental elements of competence necessary for assessment/testing. These are acquired through both study and experience. Secondly, there is the understanding of technique which relates to how the counselor handles the tools used in the testing process. Understanding trends are indicated as fundamental more so since testing in this regard is not based on pure science. Trends will enable the counselor to review the process to arrive at the right inferences. The ability to perform and administer, both with regard to the client and the tools are also vital (ACA, 2003) . There is the fundamental subject of diversity which has a major impact on the results more so from the perspective of validity and reliability. The counselor must be able to avoid prejudices emanating from cultural differences. Ethics are also indicated to play a major role in the entirety of the process. It is the obligation of the counselor to ensure that each decision is undertaken in adherence to ethical provisions to protect both the profession and the interests of the client.
How This Publication Enhanced an Understanding of the Counselor’s Role in Tests/Assessments
The primary message in this publication is that the process of testing rises and falls with the counselor. The guidelines contained in the publication eliminate obligations from all the other parties involved in the process and place them squarely on the counselor. Any and all tools and/or technology that may be used is specifically selected by the counselor. The same counselor must have the competence to use these tools and procure the right inferences from the same. Indeed, the excuses available during testing among other professional affiliations seem to be eliminated by this publication as it places all onus on the counselor (ACA, 2003) . The advanced obligation, therefore, comes with a major responsibility to the professionals themselves. This publication thus enables an understanding of just how sensitive testing is for counselors.
The Counselor Interview
It is clear from the foregoing that roles of a counselor with regard to testing and assessment are extremely vast, cutting across different professional affiliations. The real test of this role, however, lies within the practice of psychology and not just in the theoretical study thereof. It is on this premise that it is necessary to have an active interaction with an actual practicing counselor . To have a proper understanding of this concept, the right counselor to approach is not one that handles clients who are patients seeking help for psychological issues. This would only create an understanding of one form of testing/Assessment. Instead, a counselor who has been involved in both clinical counseling for clients who are patients, as well as areas where other forms of testing take place, is more ideal. Upon careful analysis of kindred literature, an elementary school counselor was picked as the right choice for the interview. Due to the sensitivity of the position, the particulars of the interview were retained as privileged thus she assumes the name, Nancy. The main advantage of having an elementary school counselor lies in the wide range of expertise involved. Before taking up the position, the counselor had spent several years attending clients who were patients. Upon taking up the position, she has been attending to pupils at the school as well as the adult staff members. This rounded experience made the interview quite fruitful.
Counselor's Role in the Test/Assessment Process
Question #1 - What is his/her role in the test/assessment process?
Answer : With regard to the learners, Nancy’s role is threefold. This is in line with the three main segments of testing in learning, that is test development, the carrying of the actual testing, an d the interpretation and implementation of results. With regard to development, the interviewee plays a consultancy role. Based on her understanding of the children's minds and the principles kindred to testing, the interviewee advise s on the kind of material to be used for the test as well as the extent of testing. Further, the interviewee advise s on the kinds of accommodation to be accorded to the differently impaired or gifted students within her institutions. When it comes to the actual undertaking of the examinations, the interviewee plays the role of the counselor as well as a consultant . The said counselor advise s other test invigilators on how to handle the students during testing. She also assists in the actual test invigilation, more so with regard to students who are impaired. Finally, the interviewee plays an important role in evaluating test results for the impaired students. She also helps guide the academic team in the application of results after the test process is complete. Concerning the adult members of staff, Nancy acts as a consultant during the hiring process when tests are undertaken on potential employees. She helps prepare the testing process including contingencies in the case an applicant is impaired. In the event an actually impaired applicant is interviewed, Nancy will also assist in the interview process as well as evaluation and implementation of the results thereof.
Counselor's Role in the Test/Assessment Outcomes of Students/Clients
Question #2 - What is his/her role in the test/assessment outcomes of students/clients (i.e., does s/he conduct sessions on preparing to take a test, overcoming test anxiety, good study habits, etc)?
Answer : According to Nancy, several fundamental elements determine the outcome of even a standardized test. Indeed, the same pupil can be given the same test under two different environments and perform differently. It is, therefore, her obligation as counselor to ensure that the students undertake their tests under optimum conditions. The first role is the preparation of the testing material as well as advising the testing team who will be handling the children. Nancy helps the team to understand that the learners are already under immense pressure even before the examination itself commences. It would, therefore, be unfair and counterproductive to add to the anxiety and worry through the conduct o f the test invigilators. Nancy’s second obligation is to the children. On a continuous basis, Nancy counsels them on how to prepare for the exam, and avoid overworking as the exam period approaches. S he also counsels in groups on how to avoid inordinate levels of anxiety and worry in the rundown to the tests. She also handles special cases individually for the learners who require special help. In the case of panic attacks or kindred incidents in the process of testing, Nancy is also available to provide professional intervention.
Tests/Assessments Administration
Question #3 - Are tests/assessments administered in his/her counseling work? If yes, what are these?
Answer : Whereas a lot of Nancy's work about testing is associated with academic tests, she conducts several tests /assessment in the course of her counseling work. Among the major assessment tasks take place when students or members of staff approach her for counseling . It is incumbent upon her to collect all the particulars of their lives and situation that would enable her to properly intervene. To achieve this, Nancy uses a comprehensive questionnaire with several versions, depending on the age and circumstance of the client. For the very young children, Nancy will use a form that she fills herself as she examines the clients. For her colleagues at the school, Nancy will use a comprehensive questionnaire that they fill themselves. Sometimes, the school management will also require assessment on members of staff, perhaps in the process of promotion or disciplinary action. This assessment, done inter alia through tests, take more of a professional approach.
Administrating Process and Details
Question #4 - What is the test/assessment administrating process and details?
Answer : The administrating process for tests is not rigid as it depends on the situation and the intended use of the results from the tests. From a general perspective, among the processes used include observation, informal and formal interviews with the child and/or parents and other family members, checklists and rating scales, standardized and/or formal tests as well as informal tests. Nancy approaches every testing procedure with an open mind as it can end up being a simple procedure or get complicated as it develops. She will, therefore, begin with the simplest process, such as an informal interview and move up the ladder of assessment and tests as and when the same seems necessary and expedient. For example, a child may come to see Nancy due to a bout of anxiety. An informal interview may reveal that the child is afraid of testing, a minor issue, which can be handled without the need for further testing. The informal interview may, however, reveal that the child has suffered abuse leading to serious psychological problems which would immediately necessitate thorough and comprehensive testing.
Scoring Process of Tests/Assessments
Question #5 - What is the scoring process of tests/assessments?
Answer : A majority of the tests undertaken by the pupils are standardized, thus their scoring is premised on well-established rules a nd procedures. In the simplest possible terms, the learners will be given a set of questions that require either prose or have multiple-choice answers. Once the students undertake the test for a given duration of time, the same will be marked with the right answers being awarded scores in the form of marks. The marks are then summed to give the total score of the student in the test. However, impaired and/or disabled students who are still capable of handling the same test will be accommodated in several ways including the scoring. For example, a student with a reading and/or writing problem may be added more time to write the exam. Another example would be an immigrant student who struggles with the common English language yet understands the test content. These impaired students will also be granted every benefit of the doubt during the scoring process. This creates a level playing ground in spite of the standardization.
Summary of the Tests/Assessments Results
Question #6 - What does the summary of the results of tests/assessments contain?
Answer : The summary of the testing result is twofold in nature. The first aspect entails the summary of the test activities with the second aspect entailing the scores in each activity. The summary of results is undertaken in this manner to enable the stakeholders such as the parent/guardians and the students themselves to understand the results and what they mean. It also enables the results to be used as an avenue for self-improvement by the learners . For the very young students, for example, most of the testing is done through semi-formal practical tests such as reading, writing, and coloring. The summary of results will list each set of activities and indicate the respective score for each. In the senior classes, an outline of the nature of the test will be given accompanied by the respective scores. Finally, the overall score in the entire test will be indicated at the end.
How Test/Assessment Results Are Recorded in Student/Client Record
Question #7 - How are these test/assessment results recorded in the student's/client’s record?
Answer: Records carry an element of finality hence a lot of care and attention is given in that process. Indeed, it is possible for the records kept to have a major impact on the future of the client/student. The rule of the thumb is to have the records as particularized as possible. The particulars include the nature of the tests, the age of the student and the scores earned in each test. Further, in the case a learner was either indulged or accommodated in any way during the process of undertaking the examination, the same will also be reflected therein. Finally, an element of progression is ensured by indicating the results together. Thus, a person studying it can easily tell whether the learner is improving, plateauing or retrogressing. Great care is, however, taken to ensure that only authorized individuals have any access to this results as they are privileged.
How Test/Assessment Results Are Communicated to Parents
Question #8 - How are these test/assessment results communicated to parents (if applicable)?
Answer: The primary means through which communication is done between the parent and the school is through the student diary, which the children often carry with them. The diary has a segment where the results of the students can be recorded for onward transmission to the parent. The score records page has a provision for the parent’s signature to ensure that the parents get to read the results. However, for the high-stakes testing a more comprehensive mode of reporting is undertaken . For the important high-stakes testing scores, the parent is expected to visit the school and discuss them with the regular teachers. A parallel system has also been developed as an eventual replacement to the traditional diary. This system is the use of encrypted email to communicate the results to the parents. Using a password, the parent will open the said email, and an automatic reply will be reflected on the school end.
Counselor's Role in Making Accommodations in Testing/Assessing for Students/Clients with Disabilities
Question #9 - What is his/her role in making accommodations in testing/assessing for students/clients with disabilities ?
Answer : According to Nancy, her role in the making of accommodations in testing/assessment lies in determining whether or not the accommodation is necessary. The counselor will spend time with students whom teacher suspect may be having an impairment. Depending on the nature of the impairment, the counselor will advise the school management accordingly. The second role is to determine the extent of accommodation necessary and its scope. The third role relates to preparing the student to take advantage of the accommodation provided as much as possible. An accommodation granted is futile unless the student understands it and makes good use of it. Nancy also advises the academic team on how to evaluate the test results for the impaired students. This is because for a test to be considered as standard, the undue disadvantage suffered by impaired students must be eliminated. Nancy will also sit with students who were accommodated after completing their tests so as to undertake a review of the process.
Code of Ethics
Question #10 - What steps does s/he take in complying with the Code of Ethics as it relates to tests/assessments?
Answer: The code of ethics contains several fundamental provisions with regard to testing. Among the most important in academic testing according to Nancy is the subject of nondiscrimination . It is her obligation to ensure that no form of discrimination is visited upon any of her clients. These clients include the students at the school as well as the members of staff who she may happen to handle. The second fundamental ethical issue relates to the privacy of clients information. Nancy ensures that any and all information shared by her clients is held in absolute confidence. Further, any records kept manually or electronically are kept secure to protect the information stored therein. Finally, there is the important subject of informed consent. Here, Nancy has to determine the ability of her respective clients to give informed consent and if they are not qualified, the consent is given by the parent. In the case any information shall be released to any third parties including the school management, informed consent is also sought save for the well-established exceptions.
Closing
The instant paper has established the purpose and place of the counselor in all matters kindred to testing /assessment. The subject of assessment and testing from a psychological perspective can initially be considered as being limited to mental health based tests. Whereas these tests are an integral element of testing, there remain other areas of assessment and testing that are equally important to the practice. Among these areas include academic testing as we ll as testing job applicants. The traditional test/assessment takes place when a client approaches counselor for assistance. The counselor is supposed to conduct an assessment of the client. During the process of assessment, however, several varying tests will need to be carried out. Therefore, assessment is the general process while tests are tools developed to assist in conducting the same.
From an academic perspective, the tests and assessment d one on students also have a psychological connotation. This is because all tests include elements of the mind. Counsellors, therefore, play a major role in academic testing. This role spans from the very development of the tests, the process of administering the tests, evaluating the results as well as making use of the results. Of special mention in this area include children who have certain impairments that prejudice them when taking examinations. Unless the prejudice is eliminated, a test cannot be considered to have been standardized. To eliminate this rigidity, accommodations are made to students with impairments to even the playing ground for all.
Another important testing canvassed relates to testing employees in their work places as part of the human resource management process. With this also being tests, the role of a counselor is deeply embedded to ensure fairness and the absence of discrimination . Of special mention in this area lies the subject is applicants with disabilities or impairments. Unless the impairment will affect the future work being recruited for, it should not be allowed to be a hindrance in the test. Accommodations must also be made to impaired applicants to ensure that being handicap is not an inord inate limitation.
References
AAC. (2003). Responsibilities of users of standardized tests (RUST) (3rd Edition). Author. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/rust.pdf
ACA. (2003). S tandards for qualifications of test users. Alexandria, VA . : Author. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/standards.pdf
ACA. (2004). The American Counseling Association (ACA) position statement on high stakes testing. Alexandria, VA . : Author. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/High_Stakes.pdf
AMA. (2014). Evaluation, Assessment, and Interpretation . In 2014 ACA code of ethics (pp . 11-12). Alexandria, VA . : Author. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf
Balkin, R.S. & Juhnke, G.A. (2014). The Role of Assessment in Counseling. In The theory and practice of assessment in counseling (pp. 1-12). NY: Pearson Education. Retrieved from http://wwwfp.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137017510.pdf
JCTP. (2004). Code of fair testing practices in education. Washington DC: Authors. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/codefair.pdf
Nester, M.A., Bruyere, S., & Wall, J. (2003). Pre-employment testing and the ADA. The Association for Assessment in Counseling and Education and the American Rehabilitation Counseling Association. Retrieved from http://aarc-counseling.org/assets/cms/uploads/files/employ(1).pdf
USNY, The State Education Department, & Office of Vocational and Education Services for Individuals with Disabilities. (2006). Test access & accommodations for students with disabilities: Policy and tools to guide decision-making and implementation. Albany, NY: Author. Retrieved from http://www.p12.nysed.gov/specialed/publications/policy/testaccess/manual506.pdf
