IMPLICATIONS OF CRITERION-REFERENCED MEASUREMENT1,2

During the past several years measurement and instructional specialists have distinguished between norm-referenced and criterion-referenced approaches to measurement. More traditional, a norm-referenced measure is used to identify an individual's performance in relation to the performance of others on the same measure. A criterion-referenced test is used to identify an individual's status with respect to an established standard of performance. This discussion examines the implications of these two approaches to measurement, particularly criterion-referenced measurement, with respect to variability, item construction, reliability, validity, item analysis, reporting, and interpretation.     

Effects of Low-level Counselor Functioning on Clients

Three counselors identified as functioning at a low level on basic facilitative skills were paired with both a high- and a low-level functioning client for three sessions. Functioning levels for both counselors and clients were determined by appropriate rating scales. The results indicated negative change in interpersonal functioning levels on the part of high-level clients and no significant change on the part of low-level clients.     

CLIENT 1: A Computer Simulation for Use in Counselor Education and Research

CLIENT 1 is an interactive program that was designed to simulate client behavior in an initial interview and to provide a standardized environment for training and research on counselor problem-solving strategies. Through interaction with the computerized client, counselors attempt to facilitate client movement toward the goal of verbalizing a specific problem statement. Client movement is a function of the appropriateness and accuracy of counselor statements, the threat value associated with both client and counselor statements, the strength of the relationship between the counselor and client, and an index of counselor expertise. The uses of the simulation in counselor education and research are discussed.     

The Doctoral Comprehensive Examination in Counselor Education

According to recent survey results, the doctoral comprehensive examination is still the most often used method of evaluating doctoral students for candidacy. Widespread dissatisfaction, however, on the part of both professors and students continues. This article gives suggestions for improving the written portion of the doctoral comprehensive examination.     

Laboratory to Classroom: The Practical Application of IPR in a Master's Level Prepracticum Counselor Education Program

This controlled study analyzed the comparative effectiveness of two prepracticum methods on the subsequent interviewing skills of candidates for a master's degree in counseling. One method was based on a theory of counselor developmental tasks and was implemented by a specific use of the Interpersonal Process Recall (IPR) technique. The other, a more traditional prepracticum, consisted of an overview of counseling theories and practices and made extensive use of group discussion presentation and critiques of prerecorded audio- and videotapes. The results of the study indicate that it is possible to incorporate media techniques into a training model within the financial and time limitations of an ongoing master's level program. The IPR training procedures studied were run entirely by advanced graduate students, using one video-recording facility and no faculty time. The statistically significant results of the present study are especially meaningful because they replicate the positive findings of previous studies, and also because the results were obtained in an ongoing course offered by the university and not in a laboratory or special training setting.     

Counseling-Related Legislation: A Seminar

The complexity of counseling-related legislation has dictated the need for counselor-training programs to develop an organized and systematic approach to this topic. One method to accomplish this goal is through the use of a topical seminar. A graduate-level seminar is described in terms of goals, objectives, structure, and requirements. Significant incident-experience reports were used to learn about the legislative-experiencing levels of the students. From 110 reports received from students, 34 were directed to the awareness level, 39 to the knowledge level, 15 to the skills level, and 22 to the action level. Instructors' observations, student feedback, and recommendations are also provided.     

A Brief Feasibility Report on a Videotaped Test Measuring Carkhuff's Dimensions

An eight-item instrument was constructed to measure the skills represented by four of Carkhuff's dimensions (scales) of facilitative interpersonal functioning. These items consisted of stimulus statements on a color videocassette, introduced by a narrator and performed by actors. Subjects responded by writing what their verbal and nonverbal responses would be in the situation presented. Reliability coefficients (.77 and .80), concurrent validity (.75) and construct validity via factor analysis are presented. Results demonstrate the feasibility of this approach to measuring Carkhuff's dimensions. Suggestions for further research are included.