CEP 877
Assessment & Research in Rehabilitation Counseling
Fall Semester 2005

Course Syllabus


Timothy Tansey, Ph.D., CRC, CVE
Phone: (517) 432-0273

Postal Address: 464 Erickson Hall
Michigan State University
East Lansing, MI 48823

Office Hours: Tuesdays 2-4pm and by appointment


Monday 4:10-7:00 pm, Erickson 224

Required Text

Power, P. W. (2000). A Guide to Vocational Assessment (3rd ed.). Pro-Ed: Austin, Texas.

Course Reader- Available in ANGEL

Recommended Texts
Bolton, B. F. (Ed.). (2001). Handbook of measurement and evaluation in rehabilitation (3rd ed.). Gaithersburg, MD: Aspen.
Aiken, L. (2003). Psychological Testing and Assessment (11th ed.). Allyn & Bacon: Boston.

This course provides an overview of current vocational techniques and instruments appropriate for use with adults with developmental disabilities in a variety of employment settings including assessment of vocational interest, entry-level, job-related skills and development of appropriate goals, as well as psychometric properties of the instruments discussed.

This course will focus on client assessment within the rehabilitation process. The specific course objectives are to develop knowledge and skills as follows:
1. Understand the core methodology of assessment procedures (e.g., reliability, validity, standardization)
2. Determine what type of assessment information would be useful for rehabilitation planning
3. Identify appropriate assessment tools to gather the information
4. Understand the process involved to administer, score, and interpret results of assessment procedures
5. Develop skills related to report writing of assessment results
6. Utilize the implications of client assessment for rehabilitation planning with the client
7. Develop an awareness of limits and ethical issues relevant to assessment
8. Develop awareness of assessment considerations relevant to gender, racial and ethnic background, and disability
9. Understand the applications of assessment in a variety of rehabilitation programs and settings
10. Develop a conceptual framework of assessment in rehabilitation and a critical thinking approach toward the assessment of individuals with disabilities.
11. Become familiar with the function of assessment in the rehabilitation counseling field and vocational rehabilitation process to be able to act as informed consumers of assessment services.
12. Increase understanding of the major types of assessment procedures used in rehabilitation counseling including intelligence testing, personality assessment, interest testing, achievement and aptitude testing, and vocational evaluation.
Course Schedule

NOTE: Please read this syllabus carefully. You are responsible for knowing information contained within this document. It is important that you have a thorough understanding of the expectations of this course. If you have any questions about this course, ask the instructor early in the term.

For certain weeks, exercises are assigned. These exercises are required as part of your course grade and will be available online in ANGEL. Also, the class may be held at external locations at certain times during the semester to allow students to observe the various instruments used in vocational evaluation. Students will be informed of any change in venue at least two weeks prior to the affected class.

Class #1: Introduction & overview of syllabus, Historical Roots,
Aug. 28 Ethics in assessment
Reading: Chapters 1 & 2
Course Reader: Module 1

Class #2: Test construction and measurement concepts
Sept. 4 NO CLASS- University Holiday
Reading: Chapter 3
Course Reader: Module 2
Exercises: Assignment #1

Class #3: Reliability & Validity
Sept. 11 Reading: Chapter 5 & 6
Course Reader: Module 3

Bodner, G.M. (1980). Statistical analysis of multiple choice exams. Journal of Chemical Education, 57, 188-190.
Course Reader: Module 4
Exercises: Assignment #2 & #3

Class #4 Interpreting Test Scores
Sept. 18 Reading: Chapter 13

Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests. Journal of Counseling and Development, 70, 610-615.
Course Reader: Module 5
Exercises: Assignment #4

Class #5: Interest and Value Assessment
Sept. 25 Reading: Chapter 6
Course Reader 8

Class #7: MID-TERM EXAM- QUIZ #1
Oct. 2 Taken IN CLASS
Covers Classes 1-5

Class #6: Neuropsychological and Intelligence Testing
Oct. 9 Reading: Chapter 7
Course Reader 6

Class #8: Aptitude and Achievement Testing
Oct. 16 Reading: Chapter 9
Course Reader: Module 6, 7

Class #9: Personality Testing
Oct. 23 Reading: Chapter 8
Course Reader: Module 9

Class #10: Functional Assessment
Oct. 30 Reading: Course Reader: Module 10
King, P. M., Tuckwell, N., & Barrett, T. E. (1998). A critical review of functional capacity evaluations. Physical Therapy, 78, 852-866.
Bellini, J., Bolton, B., & Neath (1998). Rehabilitation counselors’ assessments of applicants’ functional limitations as predictors of rehabilitation services provided. Rehabilitation Counseling Bulletin, 41, 242-259.
Class #11: Work Samples
Nov. 6 Reading: Chapter 10
Course Reader: Module 11

Class #12: Situational Assessment
Nov. 13 Reading: Chapter 12

Class #13 Testing and Assessment Issues: Computers and Culture
Nov. 20
Tonidandel, S., Quiñones, M.A., & Adams, A.A. (2002). Computer-adaptive testing: The impact of test characteristics on perceived performance and test takers’ reactions. Journal of Applied Psychology, 87, 320-332.

Sireci, S.G. & Geisinger, J. (1998). Equity issues in employment testing. In J. Sandoval, C. Frisby, K. Geisinger, J. Scheuneman, and J. Grenier (Eds.) Test Interpretation and Diversity (pp. 105-140). Washinton D.C: American Psychological Association

Class #14: Testing and Assessment Issues: Disability
Nov. 27 Reading: Pratt, S.I. & Moreland K.L. (1998). Individuals with other
characteristics. In J. Sandoval, C. Frisby, K. Geisinger, J. Scheuneman, and J. Grenier (Eds.) Test Interpretation and Diversity (pp. 349-372). Washinton D.C.: American Psychological Association.

Cautilli, P.G. & Bauman, M.K. (1987). Assessment of the visually impaired client. In B. Bolton (Ed.), Handbook of Measurement and Evaluation in Rehabilitation 2nd edition (pp. 249-262). Paul H. Brooks Publishing Co.: Baltimore.

Levine, E.S. (1987). Assessment of the deaf client. In B. Bolton (Ed.), Handbook of Measurement and Evaluation in Rehabilitation 2nd edition (pp. 263-282). Paul H. Brooks Publishing Co.: Baltimore.

Class #15 Assessment of Rehabilitation Outcomes/Services
Dec. 4 Reading: TBA

Dec. 11 No Class- Exam Week
Final Exam due by 5:00 pm on December 11th


Exams (100 points total)
There will be two quizzes of varying weight during the semester (see Grading for weighting). These quizzes will assess understanding of material presented in class and from the assigned readings. The first exam (Mid-term exam) will be in-class and is closed book/closed-notes. The second exam (Final exam) will be a take home exam. The final exam will be given to you at the end of class on Monday, Dec.5 and you will have until 5:00 PM on Monday, Dec. 12 to submit your exam. The take-home examination will be essay and conceptual in format. Students will be asked to synthesize major course concepts, ideas, and issues in response to 3-5 essay questions. The Final Examination can be returned in person or electronically through e-mail to the instructor.

Quiz #1- 40 points
Quiz #2- 60 points

Exercises (25 points total)
In addition to the quizzes, four exercises are also required. Exercises will be available online and are due the date they are assigned. Exercises will be available online and are open-book/open-note. You will have three attempts on the first three exercises. One attempt must be made by the start of class on the day the topic is discussed. The highest attempt will be used to determine your grade. On the fourth exercise, you will have only one attempt. The fourth exercise will require you to synthesize what you have learned from the previous three exercises.

Class Participation (75 points)
In addition to being required to discuss aspects of the readings in class, students are also expected to review and respond to online video content and develop group presentations on three assessment instruments.

Online Course Videos
Reviewing the content of the online course videos is required. Videos range in length from 20-50 minutes. With the exception of videos focused on statistics, students must score a minimum of 70% on the quizzes built into the videos.

Group Paper Presentation.
As one of the major assignments for the semester, you will work with various partners to provide an overview of select measurement instruments. You should use the specific chapter in the text covering the tests you are assigned as a starting point, and then do further library and field research to gather additional information for your presentation. You will work with another colleague on these projects, and make a one half-hour presentation on each to the class. You will have time during class at various points for you to work on this project with your partner and consult with the instructor.

Assignment totals and due dates

Quiz #1 40 points Due: (10/10)
Quiz #2 60 points Due: (12/12)
Assignments 25 points Due: Dates assigned
Class Participation 75 points
TOTAL 200 points

Course Grades will be determined using the following criteria:

200-184 4
183-167 3.5
166-149 3
148 or less 2.5

NOTE: Each student is responsible for completing and submitting the assignments by the Due Date. The “Due Date” for any given assignment may be negotiated with the instructor on an individual basis, but only under special circumstances. Also, students needing disability-related accommodations or modifications need to discuss such needs with the instructor in advance. When in doubt, ask.

Academic Honesty
Article 2.3.3 of the Academic Freedom Report states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, the (insert name of unit offering course) adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site: Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Also, you are not authorized to use the Web site to complete any course work in (insert course number here). Students who violate MSU rules may receive a penalty grade, including--but not limited to--a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness ofyour course work. (See also )

Accommodations for Students with Disabilities:
Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a disability specialist, call 353-9642 (voice), 355-1293 (TTY), or visit

Last modified: Wednesday, 17 January 2007, 08:13 AM