Ch 12 - Informal Assessment

Question 1

Which of the following is NOT a strength of informal assessment techniques?
a. They add to the total assessment process and increase our ability to better understand the whole person.
b. They can be created so they assess the exact attribute we are attempting to measure.
c. The can often be developed or gathered in a rather short amount of time.
d. They are generally free or low cost procedures.
e. They are generally highly valid and reliable.

Answer 1

E

Question 2

Observation can be completed:
a. by an examiner.
b. by the client.
c. by a professional (e.g., teacher or counselor).
d. by someone close to the client (e.g., parent).
e. All of these can complete observation.

Answer 2

E

Question 3

According to the text, two types of observation are:
a. non-intrusive and naturalistic observation.
b. event and time sampling.
c. enmeshed and disengaged observation.
d. controlled and spontaneous observation.
e. focused and open-ended observation.

Answer 3

B

Question 4

A type of observation in which a specific attribute is observed without regard for time is called (e.g., acting out
behavior in a classroom):
a. a naturalistic sample.
b. an event sample.
c. an enmeshed sample.
d. a spontaneous sample.
e. an open-ended sample.

Answer 4

B

Question 5

A type of observation in which an individual is observed for a predetermined amount of time is called (e.g., 10
minutes observing a classroom, three times during the day):
a. a non-intrusive sample.
b. a controlled sample.
c. a disengaged sample.
d. a time sample.
e. a focused sample.

Answer 5

D

Question 6

You are interested in exploring empathic responses of a specific counselor trainee. You therefore view all of this
trainee’s counseling sessions with a client and rate the counselor’s responses. This is an example of:
a. a sociometric measure.
b. an event sampling.
c. a time sampling.
d. semantic ratings.

Answer 6

B

Question 7

The halo effect is:
a. when observational methods and ratings scales will likely not be an effective tool to use due to the vague
nature of the attribute being observed.
b. when the overall impression of an individual clouds the rating of that person in one select area.
c. when the individual doing the rating identifies with the person being rated and thus rates the individual
inaccurately.
d. when an individual is being too nice in his or her ratings of another.

Answer 7

B

Question 8

Generosity error is:
a. when the individual doing the rating identifies with the person being rated and thus rates the individual
inaccurately.
b. when the overall impression of an individual clouds the rating of that person in one select area.
c. when observational methods and ratings scales will likely not be an effective tool to use due to the vague
nature of the attribute being observed.
d. when an individual is being too nice in his or her ratings of another.

Answer 8

A

Question 9

Because we tend to identify with the individuals we are rating, we sometimes rate them higher than we actually
believe them to be. This concept is called:
a. generosity error.
b. interrater reliability.
c. criterion referenced rating.
d. the halo effect.

Answer 9

A

Question 10

This kind of rating scale provides a written statement that can be rated from high to low on a number line.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)

Answer 10

C

Question 11

This kind of rating scale contains a number of items that are being rated on the same theme and are anchored by
both numbers and a statement that corresponds to the numbers.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)

Answer 11

D

Question 12

This kind of rating scale provides a series of statements the respondent can categorize and arrange from high to low
based on his or her preferences.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)

Answer 12

B

Question 13

This kind of rating scale provides a statement followed by one ore more pairs of words that reflect opposing traits.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)

Answer 13

A

Question 14

Classification methods such as feeling word checklists and behavior checklists are unique in that they:
a. order preferences or order personality traits.
b. rate the degree to which a client agrees with a trait.
c. provide a narrative description of an attribute.
d. classifies attributes as all or nothing.

Answer 14

D

Question 15

Environmental assessments have a distinct advantage in that they:
a. minimize distractions by using a laboratory or clinical setting.
b. often present a less distorted view of the client.
c. allow for the measurement of toxins or other allergy forming molecules.
d. keep the examinee comfortable by maintaining a consistent temperature range.
e. None of these are advantages of environmental assessments.

Answer 15

B

Question 16

After sharing information about one’s family in a graduate class on family systems, the instructor asks each student
to write down on a piece of paper the student with whom they most identify. The instructor then maps out the
responses on the board. The instructor is using which of the following techniques?
a. A rating scale
b. An observational technique
c. A behavior checklist
d. A feeling word checklist
e. A sociometric technique

Answer 16

E

Question 17

In applying for graduate school, a doctoral program asks potential students to role-play a counselor with a faculty
member. The faculty member role-plays the same client with each potential doctoral student. Which technique is
being employed?
a. A rating scale
b. A behavior checklist
c. A sociometric technique
d. A situational test
e. Records and personal documents

Answer 17

D

Question 18

During a role play between students and faculty in which the student acts as a counselor, other faculty look on and
the audience faculty later make a hierarchical list of students from “best to worst” based on how they responded in
the role-play. Which technique is being employed?
a. A rating scale
b. A rank order
c. A behavior checklist
d. A sociometric technique
e. Records and personal documents

Answer 18

B

Question 19

As part of a graduate school program’s comprehensive exam, they ask each student to do a role play with a coached
client. Each student is asked to “do your best job at counseling the client.” At the end of the role-play, the students
are evaluated on a series of statements that uses a number line and statements that range from strongly disagree to
strongly agree on factors such as use of empathic responses, paraphrasing, attentive listening, etc. Which rating
scale is being used?
a. Numerical
b. Likert-type scale (graphic scale)
c. Semantic differential
d. Rank order
e. None of these

Answer 19

B

Question 20

On a school counselor’s personnel file, it is noted that a student tends to be consistently late to work. This is an
example of a(n):
a. rating scale.
b. anecdotal record.
c. time sampling.
d. event sampling.
e. biographical data inventory.

Answer 20

B

Question 21

Which of the following are you NOT likely to find on a genogram?
a. Family history of illnesses and mental disorders
b. Age or dates of birth and death
c. Substance use
d. Relationships and cultural issues
e. You are likely to find all of these.

Answer 21

E

Question 22

Some environmental assessments are professionally constructed. Which of the following is true regarding these
instruments?
a. They are more rigorously constructed than informal assessments.
b. An example is the Behavior Rating Inventory of Executive Function.
c. Observation often plays a key role in these instruments.
d. They offer a less distorted view than many other forms of assessment.
e. All of these are true.

Answer 22

E

Question 23

Which of the following is NOT true about performance-based assessment?
a. These instruments frequently measure speed and agility of the examinee.
b. They tend to minimize race-based differences.
c. They are often based on real-world tasks or responsibilities.
d. A portfolio is an example of a performance-based assessment.
e. They hope to predict how well one will achieve in a position.

Answer 23

A

Question 24

Which of the following is NOT true about portfolio assessments?
a. They may include comments from teachers or supervisors.
b. They are considered a “paper” project.
c. Validity can be improved by linking items to competencies or standards.
d. They should be graded with a rubric or similar scoring system

Answer 24

B

Question 25

Two expert raters are trained to rate the ability of graduate students to use different kinds of questions when
gathering information. After three weeks of training, their interrater reliability is .60. These raters:
a. have achieved high interrater reliability.
b. have a way to go before they are proficient at rating.
c. need to make the definitions of “the use of questions” a little more vague so their ratings will improve.
d. None of these are true.

Answer 25

B

Question 26

A school psychologist is asked to observe the acting out behaviors of a student. He is concerned, however, that
“acting out” has not been clearly defined. His concern is justified, as it relates the strongest to which of the
following?
a. How valid the observation will be
b. The reliability of the observation
c. Cross-cultural issues related to the observation
d. How practical it is for him to view the situation

Answer 26

A

Question 27

A school psychologist is asked to observe the behaviors of a student. She is concerned that “inappropriate” has not
been clearly defined, and if she will be the only individual observing this student, her analysis could be compromised.
This concern is mostly related to which of the following?
a. How valid the observation will be
b. The reliability of the observation
c. Cross-cultural issues related to the observation
d. How practical it is for him to view the situation

Answer 27

A

Question 28

In which of the following does cross-cultural fairness impact informal assessment techniques?
a. Use of more objective measures, such as numerical scales and Likert scales, mitigates concerns of crosscultural
fairness when using informal assessment techniques.
b. Due to unconscious or conscious bias, an examiner, observer, or rater may misinterpret the verbal or
nonverbal behaviors of a minority client.
c. Because informal assessment procedures are developed by the examiner, they are less prone to cross-cultural
bias.
d. Cross-cultural issues are not particularly relevant to informal assessment techniques.
e. None of these

Answer 28

B

Question 29

Which of the following is NOT true relative to the practicality of informal assessment techniques?
a. They are low-cost or cost-free.
b. They can be created or obtained in a short amount of time.
c. They are relatively easy to administer.
d. They are fairly easy to interpret.
e. They are cross-culturally free of bias.

Answer 29

E

Question 30

It is unusual to find one conducting an observation of an individual that includes both event and time sampling.
a. True
b. False

Answer 30

F

Question 31

Rating scales are subjective and the evaluation or assessment is based on the rater’s “inner judgment” and can be
filled with biases.
a. True
b. False

Answer 31

T

Question 32

Generally, there is little error in the application of rating scales.
a. True
b. False

Answer 32

F

Question 33

Due to the subjectivity of rating scales, the halo effect is probably minimal.
a. True
b. False

Answer 33

F

Question 34

It is important that, when clients are asked to write an autobiography, strict instructions are given as to what areas
are to be covered.
a. True
b. False

Answer 34

F

Question 35

Interrater reliability measures the agreement or consistency among two or more evaluators observing a behavior or
phenomenon.
a. True
b. False

Answer 35

T

Question 36

Validity of informal assessment techniques has to do with how well the examiner is defining that which is being
assessed.
a. True
b. False

Answer 36

T

Question 37

Although having two raters increases reliability and accuracy when using observation, it may create issues with
practicality.
a. True
b. False

Answer 37

T

Question 38

Because informal assessment procedures are developed by the examiner, they are less prone to cross-cultural bias.
a. True
b. False

Answer 38

F

Question 39

Despite the fact that informal assessment techniques are easily affected by bias, they still can offer much in the
assessment process.
a. True
b. False

Answer 39

T

Question 40

Informal assessment techniques are not particularly practical because one has to painstakingly take time to create
them.
a. True
b. False

Answer 40

F

Question 41

Environmental assessments minimize outside stimuli by containing the assessment to a controlled and clinical setting.
a. True
b. False

Answer 41

F

Question 42

Performance-based assessments appear to be gaining popularity, which may be due in part to their ability to predict
future performance and minimize racial biases.
a. True
b. False

Answer 42

T

Question 43

By doing these, the client provides the professional with an ongoing, personal, “inside perspective” of his or her life
and assists the helper in understanding the client’s inner world.

Answer 43

Journals and diaries

Question 44

A grouping of an examinee’s work

Answer 44

Portfolio

Question 45

This gives us insight about the usual manner in which a person behaves or about unusual, rarely seen behaviors of
the person

Answer 45

Anecdotal Information

Question 46

This is a map of an individual’s family tree that may include family history of illnesses, mental disorders, substance
use, relationship issues, cultural issues, and other concerns for counseling

Answer 46

Genograms

Question 47

This provides a detailed picture of the individual from birth to their current age and is often the by-product of a
structured interview

Answer 47

biographical inventories

Question 48

The client’s completion of this allows the helper to collect historical, in-depth and comprehensive information about a
client that, for some reason, stands out in the client’s memory.

Answer 48

autobiographies

Question 49

Collecting information about a client in his or her home, school, or work place.

Answer 49

environmental assessments

Question 50

These are ongoing records of significant behaviors clients have exhibited, often kept in schools and places of
employment

Answer 50

cumulative records

Question 51

This is an example of what type of scale:

For the following statements, place a 1 next to the item you most prefer, a 2 next to the item you second most prefer,
etc. Continue in this manner down to a 5 next the item you prefer least.
____ I prefer a psychodynamic approach to counseling.
____ I prefer a behavioral approach to counseling.
____ I prefer a cognitive approach to counseling.
____ I prefer a humanistic approach to counseling.
____ I prefer an eclectic approach to counseling.

A. Likert-Scale
B. Number Scale
C. Semantic Differential
D. Rank Order

Answer 51

D. Rank order

Question 52

This is an example of what type of scale:

Place an “X” on the line to represent how much of each quality you possess (from a word to an opposing word)

Answer 52

Semantic Differential

Question 53

This is an example of what type of scale:

Rate how much you enjoyed this class (1-8, low - high)

Answer 53

Numerical

Question 54

This is an example of what type of scale:

Rate how effective you thought this class was: (1-8, not at all - somewhat - moderately - very much -extremely)

Answer 54

Likert (graphic) Scale