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Descriptive Statements:
- Apply knowledge of measurement and statistical principles of assessment; factors to consider when selecting assessments for individual and group use; and the uses, benefits, and limitations of a range of formal and informal assessment instruments.
- Apply knowledge of the different types of scores that various assessments can yield; the conclusions that can and cannot be drawn from given assessment data; and methods for analyzing, synthesizing, and disaggregating data to examine student outcomes and identify necessary interventions.
- Demonstrate knowledge of legal guidelines and key issues in student assessment, the advantages of using multiple assessments, and methods for using diverse approaches to assess the needs of students.
- Demonstrate knowledge of research methods used to identify information and opportunity gaps between different groups of students, the appropriate uses of data collection to improve school performance, and the use of program audits to address the accountability goals of the school counseling program.
Sample Item:
When the results of a standardized assessment are reported as percentiles, the scores
will indicate the:
- relative performance of an individual within the population being tested.
- percentage of correct answers given by an individual who took the test.
- grade equivalence of the score attained by an individual taking the test.
- level of achievement required for an individual to pass the test.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to apply knowledge of the
different types of scores that various assessments can yield. For scores that are
reported as percentiles, each student's raw score is compared with the raw scores
of students in the norming sample. A particular student's percentile rank indicates
the percentage of students in the norming sample that scored at or below the student's
raw score. In this way, percentiles provide information about an individual's relative
performance on the test.
Descriptive Statements:
- Apply knowledge of methods for creating respectful, productive relationships with families; facilitating communication between school and home; providing families with information and support; and working collaboratively with the adults in students' lives to remove obstacles to school success.
- Demonstrate knowledge of strategies for encouraging and maintaining parents'/guardians' involvement with school life; the comprehensive school counseling program; and the process of planning for their child's academic, career, and social/personal development.
- Demonstrate knowledge of the school counselor's role within advisory councils, multidisciplinary teams, and multi-agency teams; and as liaison between the school and other service providers.
- Recognize the roles of other professionals, community agencies, and service providers in relation to students and families, and strategies for consulting with and making appropriate referrals to such individuals and entities.
Sample Item:
Which of the following is a typical role of a school counselor in regard to a student who has
been diagnosed with a social or emotional disability?
- providing the student's parents or guardians with information about the school curriculum
- reporting to the multidisciplinary team on the student's academic progress
- consulting with the student's outside therapist on the student's progress in school
- identifying alternative instructional materials for the student
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of the
school counselor's role as liaison between the school and other service providers. Students
who are diagnosed with social or emotional disabilities often receive services from professional
therapists outside the school system. For such students, it would be common for the couselor to
periodically share with the outside provider information and insight regarding relevant aspects
of the student's school performance.
Descriptive Statements:
- Demonstrate knowledge of the foundations of the school counseling program, its mission, its support of the school's mission, and its role in accountability.
- Demonstrate knowledge of the school counselor's roles as a change agent; a supporter of every student through program development and educational reform; and an advocate for the counseling profession.
- Identify the school counselor's role in the development, implementation, and management of the school counseling program and in working with administrators to develop school counseling management systems that align with the school's goals.
- Recognize the elements of and purposes for professional development, the importance of staying abreast of current research, and the value of participation in professional organizations to advance the knowledge and skills of school counselors.
- Analyze applications of the ethical principles of the school counseling profession in accordance with professional guidelines, including the ASCA Ethical Standards for School Counselors, and ways in which consultation and supervision from appropriate colleagues can be used to guide the school counselor's recognition of ethical dilemmas and appropriate ways to resolve them.
- Demonstrate knowledge of legal and ethical issues related to students, parents/guardians, and school personnel.
- Recognize the need to continually reevaluate the school counseling program and goals based on changing demographics, societal issues, and cultural trends.
Sample Item:
A school counselor overhears another counselor openly discussing confidential information about a student in
the presence of teachers who have no relationship with the student. According to the ethical standards of the
American School Counselor Association (ASCA), the school counselor's first response should be to:
- submit a formal report on the colleague's behavior to the local school board.
- inform the school administration about the colleague's problematic behavior.
- report the colleague's behavior to the state school counselor association.
- approach the colleague privately to discuss the inappropriate behavior.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. This question requires the examinee to analyze applications of the
ethical principles of the school counseling profession in accordance with the ASCA Ethical
Standards of School Counselors. Protecting student confidentiality should be a top priority
of all school counselors. The ASCA standards specify that in the type of situation described,
the counselor's first response should be to "directly approach the colleague whose behavior is in
question to discuss the complaint and seek resolution."
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