Ethics and Legal Issues in Assessment
Overview
Consider the following statement from the International Test Commission:
A competent test user will use tests appropriately, professionally, and in an ethical manner, paying due regard to the needs and rights of those involved in the
testing process, the reasons for testing, and the broader context in which the testing takes place. This outcome will be achieved by ensuring that the test
user has the necessary competencies to carry out the testing process, and the knowledge and understanding of tests and test use that inform and underpin
this process.
Unfortunately, competency is not the criteria used throughout the United States to provide testing privileges to counselors to conduct assessment related
activities. As a counselor-in-training, it is important for you to understand the scope of practice for professional counselors with regard to testing and
assessment.
Assignment 1 will help you to clarify your understanding of the ethical codes, laws, cultural competence, and the implications for counseling practice. You
should also listen to the lecture, review supplemental materials, and use the rubrics as guides to help you complete the assignment. This assignment will
count toward your final grade and is due by Day 7, and is worth 75 points.
Directions
Read your textbook chapters, the AARC multicultural assessment standards, and the article by Naugle (2009). Also, visit your state licensure board website
and review your state law for assessment-related scope of practice guides. To prepare for this assignment. You are to reflect on the following questions as
part of this assignment (one or two pages).
1. The Naugle article is the most recent journal article that delineates state by state legal issues related to counselors’ rights to test. There have been some
significant changes in laws since 2009 with regard to assessment practice. What changes (if any) are related to your state? Discuss the changes and the
current scope of practice for counselors in your state with regard to assessment.
2. How is the International Test Commission statement on test user competency similar to or different from your state law?
3. Discuss at least three points from the Multicultural Assessment Standards that stood out to you as you learn about assessment.
4. Discuss at least two other ethical and legal considerations that stood out from your textbook material.
5. Reflect on your learning experience related to competency, ethics, legal issues, and cultural competence in assessment (1-2 paragraphs).
Under AB 2218, mental health professionals are allowed more autonomy when deciding whether or not to engage in assessment activities such as psychological testing. This bill strengthens existing regulations by providing more protection against unwarranted discipline or sanctions on those who decide they should not assess while making clear the expectations related to assessment practices (American Psychological Association 2020). It also requires that all test results must be interpreted with consideration given towards cultural factors along with other relevant variables.
Moreover, this legislation reinforces ethical guidelines around informed consent prior to performing any assessments and requires mental health providers consult with medical doctors if there is any doubt about whether a particular assessment is necessary or appropriate for their clients. Finally, it emphasizes that assessment activities performed by non-licensed individuals must adhere strictly within supervisor-approved protocols; failure to do so could result in disciplinary action being taken against the organization employing them (California Legislation 2018).
In conclusion therefore, it is evident that since 2009 several modifications have been made within California’s legal framework concerning counselors’ rights when engaging in assessments activities. The passage of AB 2218 has helped create greater clarity around what types of tests can be administered as well as provide additional safeguards against potential abuse both at an individual and organizational level.
Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can’t thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001).
They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum’s working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996).
This survey frames George Miller’s verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit
Length of outright judgment
The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized.
This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack’s tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956)
Pieces and lumps
Mill operator alludes to a ‘digit’ of data as need might have arisen ‘to settle on a choice between two similarly probable other options’. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps.
Mill operator recognizes pieces and lumps of data, the qualification being that a lump is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can differ generally (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option enormous pieces right away, fairly that as each piece turns out to be more recognizable, it tends to be accli