Georgia teacher certification tests, field 24: social counselor, objectives and assessment characteristics [June 1992]

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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 24: School Counselor
Objectives and Assessment
Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective December 1989 First printing September 1989 First revised printing June 1992

2
The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in school counseling. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 835 school counselors statewide provided judgments on a comprehensive set of counseling tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists--counselors, supervisors and counselor educators--examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over eighty content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Teacher Assessment Unit Division of Assessment
Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Werner Rogers State Superintendent of Schools
a I , .)

3
Introduction
This guide is designed for those individuals who are preparing to take the Georgia Teacher Certification Test (TCT) in school counseling. Counselors from across the state of Georgia participated in the preparation of these objectives. These objectives become effective with the December, 1989 administration of the TCT in school counseling. When preparing for the TCT, you should review each objective, content component and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content
weighting information given with each objective statement on page 6 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the number of correct answers on the total test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia school counselors who volunteered their time and expertise to develop these objective specifications.
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Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective.
Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies,applies,evaluates); a content term (e.g., counseling individuals, approaches for guidance, and counseling groups); and a context (e.g., educational environment, academic materials).
An objective might read, "The counselor identifies and evaluates the essential components of the school guidance plan in the context of the educational environment or academic materials. "

Assessment Characteristics

Assessment characteristics define what an objective is intended to test, that is. the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., within Objective 01, "0110 guidance needs assessment" is a content component). An indicator describes content within a content component (e.g., in Ob;ective 01, "0121 goals and objectives" is an indicator under the component "0120 - guidance plan components. ") Some components have no indicators to subdivide them.

Examples
Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics.

Using the Objective Reference Numbers

The objective reference number is a six-digit code which identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component. indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator which they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.

Each digit of the six-digit reference number contains specific information about a test item:

The first two digits (042301) identify the objective for which the item has been written.
Objective 2! deals with counseling techniques.

The third digit (04~301) indicates a specific content piece (a subcategory) within an objective.

All objectives have at least one content piece. Content piece 2 for this objective refers to elements

of individual counseling.

~

TCT24-

6 The fourth digit (042301) refers to an indicator within a content piece if there is one. Indicator
- - 3 in this case refers to ethical standards. If there are no indicators for the content piece, the fourth
digit is 0 (e.g., 021001). The final two digits (042321> define the context in which the item is presented. Items for
school counselor have two possible contexts. 01 Educational environment - Items written in this context require the counselor to apply knowledge in hypothetical situations, usually in a school setting. 02 Academic materials . Items written in this context which assess the counselor's knowledge of factual or academic material. Items that have no setting are considered to be in an academic context.
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Field 24: School Counselor Objectives
Objective 01 : The counselor identifies and evaluates the essential components of school guidance plans in the context of the educational environment or academic materials. This objective accounts for approximately 9-15 percent of the items on the test.
Objective 02 : The counselor identifies information and procedures needed to assist students in educational and career planning in the context of the educational environment or academic materials. This objective accounts for approximately 18-24 percent of the items on the test.
Objective 03 : The counselor identifies and applies approaches to facilitate skills development of teachers and other school personnel in guidance roles in the context of the educational environment or academic materials. This objective accounts for approximately 4-10 percent of the items on the test.
Objective 04 : The counselor identifies and applies counseling techniques that are appropriate to an individual's developmental level in the context of the educational environment or academic materials. This objective accounts for approximately 20-26 percent of the items on the test.
Objective 05 : The counselor identifies and applies approaches for guidance and counseling groups in the context of the educational environment or academic materials. This objective accounts for approximately 15-21 percent of the items on the test.
Objective 06 : The counselor identifies, develops. and uses family and community resources in the context of the educational environment or academic materials. This objective accounts for approximately 6-12 percent of the items on the test.
Objective 07 : The counselor identifies and applies assessment procedures for managing the guidance program in the context of the educational environment or academic. materials. This objective accounts for approximately 8-14 percent of the items on the test.
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Teacher Certification Tests Field 24: School Counselor
Objective 01: The counselor identifies and evaluates the essential components of school guidance plans In the context of the educational environment or academic materials.
Assessment Characteristics:
A guidance plan is an organized system through which guidance and counseling services are provided. A guidance plan includes goals, objectives, actions, human/material resources, time lines, and evaluation strategies that meet the identified cognitive, social, and emotional needs of the population serviced by the plan.
Items may require the counselor to identify principles of strategic planning as they relate to the school guidance plan.
Content Component 0110 guidance needs assessment
Items assess a counselor's ability to determine the guidance needs of a student population. Analysis of trends and priority setting are assessed in this component.
Items assess a counselor's ability to identify appropriate instruments and procedures for collecting data from students, parents, teachers, sehool personnel, and others in the community in order to determine guidance needs. Techniques assessed include interviews, inventories, observations, and rating scales. Items also assess a counselor's ability to identify and use existing student and community data.
Items about priority setting reflect consideration of the ability of the counselor, use of a guidance .committee, resources available, and community/school standards.
Content Component 0120 guidance plan components
Indicator 0121 goals and objectives Items assess aspects related to strategic goals and objectives of guidance plans such as measurable objectives, "target populations," and student outcomes. Items may also require the counselor to determine whether goals and objectives are based on needs assessment. Indicator 0122 procedures and activities Items may require the counselor to identify procedures and activities for achieving goals and objectives such as creating time lines for accomplishment and identifying responsible personnel. Indicator 0123 resources Items may require the counselor to identify human and material resources appropriate for implementing guidance plans. Human resources include individuals. groups. and agencies from the community as well as other school personnel. Material resources include printed and audiovisual materials. kits; and software.
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Indicator 0124 evaluation Items may require the counselor to evaluate the implementation and results of guidance plans. Items may also require the counselor to identify the appropriate use of documentation such as counselor's logs, written information, informal checklists, journals, and observations. Indicator 0125 expectations and external policies Items may require the counselor to identify expectations and policies that impact the guidance plan. Expectations include ethical standards of the American School Counselors Association. Policies include Georgia State Board of Education policies relating to student services, discipline, graduation requirements, student advisement, and testing. Indicator 0126 public laws Items may require the counselor to identify aspects of state and federal laws and regulations that directly affect developing and implementing a guidance plan. These regulations include PL 94-142, the Family Rights and Privacy Act (Buckley Amendment), the Quality Basic Education Act, and laws relating to reporting child abuse.
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Examples for Objective 01: 011002 guidance needs assessment
Which would NOT be appropriate for conducting a guidance needs assessment?
(A) interviewing teachers (8) using an inventory to survey students (C) obtaining records showing how many students
drop out of school (0) Identifying activities being performed by
the counseling staff
012102 goals and objectives
Which is the first component a counselor would identify in a guidance plan?
(A) resources in the school (8) responsibilities of various school personnel (C) time line for implementation of guidance
activities
(0) goals and objectives based on a needs
assessment
012602 public laws
According to federal law, guidance and counseling must be available to students with mental handicaps through age
(A) 16.
(8) 18. (C) 20.
(0) 21.

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TEACHER CERTIFICATION rESTS Field 24: School Counselor
Objective 02: The counselor identifies information and procedures needed to assist students in educational and career planning in the context of the educational environment or academic materials.
Assessment Characteristics:
Career planning includes making decisions regarding life and career choices. The process includes obtaining information about careers and educational programs. This process also includes identifying one's own unique characteristics. lifestyle, priorities. interests. and aptitudes.
Career planning also aids students in the development of decision-making skills that will enable them to make life long education and career choices.
Content Component 0210 career theories
Items test the counselor's ability to apply the theories of various career developmental theorists such as Holland. Super. Roe. Ginsburg, and Teiderman. Items also assess the counselor's ability to apply trait-factor theories.
Content Component 0220 car..eer Information
Indicator 0221 occupational information Items may require the counselor to identify sources of reliable and current occupational information such as employment forecasts. occupational books. kits. and career information systems. Occupational information includes job descriptions. requirements. trends. outlook, benefits and salary level. Indicator 0222 educational program Items may require the counselor to identify educational programs and requirements for all grade levels. Requirements may include Georgia Third Grade Criterion-Referenced Tests, Georgia Basic Skills Tests. Scholastic Aptitude Test. American College Test. and grade point average. General. academic. and vocational programs are included as well as programs for children with special needs. Indicator 0223 lifestyle Items may require the counselor to identify the interrelationship between lifestyles and occupational/educational choices. Lifestyles imply geographic location, amount of structure required. availability of cultural events and recreational activities. and financial rewards.
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Content Component 0230 understanding self
Items may require the counselor to identify or apply techniques for helping students to understand the relationship of test data, school records, experiences, life priorities, interests, and personalities to life and career planning.
Content Component 0240 planning and decision-making processes
Items may require the counselor to identify the components used in the planning and decisionmaking processes. These components may include gathering information, identifying resources, identifying alternatives, setting goals or priorities, developing strategies, exploring possible consequences and choosing a course of action. Items may also require the counselor to identify decision-making techniques such as determining priorities, exploring consequences, and choosing a course of action.
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Examples for Objective 02:
021002 career theories
Which theorist is NOT associated with career development theories?
(A) Ellis (B) Super (C) Ginsburg (D) Tiederman

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022002 educational program
How many Carnegie units must a student earn before first taking the Georgia Basic Skills Test?
(A) 5.5 (B) 5 (C) 3.5 (0) 3

022102
occupational information
Which provides mailing addresses for sources of information about specific occupations?
(A) Occupational Outlook Handbook (B) Dictionary of Occupational Titles (C) Guide to Occupational Exploration (D) Worker Trait Group Guide

023002 understanding self
Which would NOT help primary students begin to make career choices?
(A) administering informal interest inventories (B) presenting a unit on decision-making skills (C) administering occupational aptitude tests (0) matching student interests to job
characteristics
024002 planning and decision-making processes
Which should be the final step in the decision-making process?
(A) defining the problem (B) evaluating the results (C) carrying out a plan of action (0) selecting the most appropriate action

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Teacher Certification Tests Field 24: School Counselor
Objective 03: The counselor Identifies and applies approaches to facilitate skills development of teachers and other school personnel in guidance roles in the context of the educational environment or academic materials.
Assessment Characteristics:
Items for this objective assess the counselor's ability to identify the various functions of a counselor, including consultation, staff development, and coordination as they relate to the guidance program. Consultation refers to services or information shared among personnel in response to an expressed need. Staff development refers to the identification of guidance needs and the implementation of follow-up training situations. Coordination refers to cooperative planning, organizing, implementing, supervising, and evaluating guidance programs, services. or resources. Content for these items may include, but is not limited to, communication skills, study skills, time IT anagement, school program information, test-taking strategies, educational placement, student interests and needs, referral procedures, behavior management, or test results interpretation.
Content Component 0310 consultation
Items may require the counselor to identify or apply appropriate consultation approaches to areas of expressed need.
Indicator 0311 personnel Items may require the counselor to identify appropriate personnel to address a problem situation. Indicator 0312 communication skills Items may require the counselor to identify or apply communication skills in problem clarification or seeking solutions. Indicator 0313 strategies Items may require the counselor to identify strategies to use in problem-solving.
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Content Component 0320 staff development
Items may require the counselor to assess needs and to select appropriate content and strategies for delivery of staff training programs. Consideration may be given to objectives, methodology, and scheduling of training; facilities, materials. and learning activities used; group composition; counselor's knowledge/skills; or evaluation of results.
Content Component 0330 coordination
Items may require the counselor to identify cooperative guidance activities. Cooperative guidance activities include student recognition programs. career guidance, and student advisement.
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Examples for Objective 03: 031101 consultation
John is a seventh-grade student who is disruptive in class. His teacher Insists that the counselor recommend John for participation In a special education program Immediately. Which should the counselor do first?
(A) refer John to the Student Support Team (B) obtain parental permission for testing (C) refer John to the assistant principal for
discipline (0) provide the teacher with alternative
management approaches
032001 staff development
A counselor is asked to plan staff development activities for teachers with the goal of improving classroom behavior. Which is an appropriate first step?
(A) collect and develop materials (B) propose an in-school suspension program (C) discuss instructional strategies with
colleagues (0) identify classroom behaviors that are
resulting in disruption
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Teacher Certification Tests Field 24: School Counselor
Objective 04: The counselor identifies and applies counseling techniques that are appropriate to an individual's developmental level In the context of the educational environment or academic materials.
Assessment Characteristics:
Counseling techniques are theoretically-based steps in identifying a problem and determining appropriate strategies for addressing it. Individual counseling involves understanding the stages of human growth and development, identifying the stages of counseling, and addressing the counselee's needs during crisis intervention. Items may require identifying an individual's problem, determining an appropriate counseling strategy for that problem, or recommending a possible solution to the problem based on given information. Items for each of the indicators may assess the impact of environmental factors on growth and development. Environmental factors include the counselee's family composition, place of residence, and socio-economic level.
Content Component 0410 awareness of individual development
Indicator 0411 psychological Items may require the counselor to recognize characteristics associated with normal and abnormal growth patterns through the various stages of psychological development. Indicator 0412 emotional Items may require the counselor to recognize characteristics associated with normal and abnormal emotional development. Indicator 0413 physical Items may require the counselor to recognize characteristics associated with normal and abnormal physical growth and development. Indicator 0414 cognitive Items may require the counselor to recognize characteristics associated with normal and abnormal cognitive development and to identify learning styles.
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Indicator 0415 moral Items may require the counselor to recognize characteristics associated with normal and abnormal moral development. Indicator 0416 social Items may require the counselor to recognize characteristics associated with normal and abnormal social development. Indicator 0417 cultural diversity Items may require the counselor to recognize the effects of varying cultural factors on individual psychological, emotional, physical, cognitive, moral, or social development.
Content Component 0420 elements of individual counseling
Indicator 0421 stages of counseling relationship Items may require the counselor to identify the stages in a counselor-counselee relationship, the significant relationship variables that impact these stages, and the appropriate counseling approaches used within each stage.
These stages include identification of the problem, exploring alternatives, implementing a course
of action, and follow-up. Indicator 0422 theories and approaches Items may require the counselor to apply theories associated with individual counseling approaches in a given situation. Items may require the counselor to identify basic concepts reflected in individual counseling theories and approaches. Theories and/or approaches include person-centered, Rogerian, or client-centered; social learning (modeling); psychodynamic, psychoanalytic, or Freudian; Adlerian; behavioral; reality; and rational-emotive. Indicator 0423 ethical standards Items may require the counselor to identify and/or apply ethical standards of the American School Counselor Association as they relate to individual counseling.
Content Component 0430 crisis situations
Indicator 0431 assessment Items may require the counselor to recognize factors such as events, demands, or other stressors that produce behaviors requiring immediate intervention. Indicator 0432 crisis intervention Items may require the counselor to identify and apply crisis intervention principles and procedures.
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Examples for Objective 04:

041401

042302

cognitive development

ethical standards

According to Erikson. students in the early school years are attempting to resolve the conflict between industry and
(A) guilt. (B) mistrust. (C) inferiority. (0) role confusion.

If a counselor is forced to work in situations or abide by policies that do not reflect the standards as outlined in the Ethical Standards of the American School Counselors Association. this code indicates he/she is obligated to report this situation first to
(A) appropriate personnel in the school system
(B) national counselor association (C) local counselor association (0) state counselor association

042202
stages of counseling relationship
In which order do the stages of the helping process occur as described by Carkhuff?
(A) attending. responding, initiating. personali2ing (B) personalizing. responding, initiating. attending (C) initiating. personalizing. responding, attending (0) attending, responding, personalizing,
initiating

043201
crisis intervention
Jim, a slxteen-year-old student, has made statements to his counselor that suggest he is contemplating suicide.
Which should be the counselor's response?
(A) ignore the remarks and wait to see if he mentions suicide again
(B) change the subject in order not to encourage Jim
(C) determine the seriousness of Jim's threat
by asking if he has a plan
(0) report Jim's threat to the principal

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Teacher Certification Tests Field 24: School Counselor
Objective 05: The counselor identifies and applies approaches for guidance and counseling groups in the context of the educational environment or academic materials.
Assessment Characteristics:
This objective assesses knowledge required to organize and facilitate guidance and counseling groups.
The use of specific terminology is avoided when possible. If necessary to the item, terminology is explained in the item.
Content Component 0510 group dynamics
Items may require the counselor to recognize the principles of group dynamics. Group dynamics refers to the interaction between or among group members. Such interaction may result in mutual support, conflict, compromise, agreement, domination, or submission.
Indicator 0511 roles Items may require the counselor to identify roles group members may play such as reconciliator, gatekeeper, timekeeper, or leader. Indicator 0512 Interpersonal skills Items may require the counselor to identify interpersonal skills necessary to facilitate group interactions.
Content Component 0520 elements of group counseling
Indicator 0521 group formation Items may require the counselor to determine factors of group composition conducive to productive outcomes. These may include group size, characteristics of group members, and effective screening techniques. Indicator 0522 stages of group development Items may require the counselor to recognize stages of group development and to use or select techniques appropriate within each stage. Items may require the counselor to identify issues that may arise in groups during the various stages of group development. Indicator 0523 theories and approaches Items may require the counselor to identify basic concepts of group counseling theories and approaches. Theories and approaches include person-centered. Rogerian, or client-centered; social learning (modeling); psychodynamic. psychoanalytic, or Freudian; Adlerian; behavioral: reality; and rationale-emotive. Items may require the counselor to apply concepts of various group counseling theories.
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Indicator 0524 ethical standards Items may require the counselor to identify and apply the ethical standards of the American School Counselor Association as they relate to group counseling. Indicator 0525 closure Items may require the counselor to identify and apply the concepts of closure in group counseling, including evaluation reentry and follow-up.
Content Component 0530 elements of group guidance
Indicator 0531 planning Items may require the counselor to develop appropriate group guidance activities based on assessed needs. Items may also require the counselor to identify strategies and guidance activity plans. together with goals and objectives needed to implement these activities. Indicator 0532 coordinating Items may require the counselor to coordinate specific group guidance activities in the school that may include developing a calendar, use of resources and facilities, informing parents, and obtaining student participation in guidance activities. Indicator 0533 implementing Items may require the counselor to identify instructional skills necessary to implement group or classroom activities. Indicator 0534 evaluation and follow-up Items may require the counselor to identify methods and procedures of evaluating and following up group guidance activities.
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Examples for Objective 05:
051201
interpersonal skills
Which characteristic should a counselor look for when identifying students to serve as peer helpers for other students?
(A) leadership (8) popularity (C) interpersonal skills (D) academic achievement
052102
group formation
One purpose of conducting an intake interview before placing individuals in a counseling group is to
(A) teach the skills necessary to be effective group members.
(8) begin individual counseling that will continue during the group experience.
(C) discuss the purpose of the group and to help individuals determine their personal goals.
(D) make sure that all students interested in joining the group are given the opportunity to do so.
052202
stages of group development
During the orientation stage of group development, the counselor should
(A) stress skill-building among group members. (8) discuss the purpose and rules of the
group. (C) attempt to help group members express
emotion in order to deal with conflicts. (D) help the members anticipate the experience
of leaving the closeness of the group.

052401
ethical standards
According to the Ethical Standards of the American School Counselor Association, which must a counselor do to preserve and promote confidentiality when conducting a counseling group?
(A) identify the group members who most need help so that they can receive extra attention
(8) screen prospective group participants,
especially when the emphasis of the group is selfdisc/osure (C) maintain the participation of all group members throughout the life of the group or discontinue the group (D) allow each student to speak freely within the group, being careful not to question, block, confront, or structure
053102
planning
A counselor interested in drug abuse prevention might consider which of the following guidance topics is least helpful.
(A) self-esteem enhancement (8) prOblem-solving skills (C) study skills (D) stress management

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Examples for Objective 05: 053102 planning
Which would NOT be considered group guidance? (A) taking a guidance activity to a class of students. (8) conducting groups with students with identified needs using structured activities to increase skills. (C) serving as an advisor to a small group of students. (0) conducting sessions with a small group of students experiencing problems or difficulty handling developmental tasks
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Teacher Certification Tests Field 24: School Counselor
Objective 06: The counselor identifies, develops, and uses family and community resources in the context of the educational environment or academic materials.
Assessment Characteristics:
Family resources include natural or legal parents, siblings, extended family members, and significant others. Community resources include human, technological, and environmental resources that provide help and support to the counseling program. These include. but are not limited to, service agencies, businesses and industries, and community mental and physical health departments.
Content Component 0610 consultation
Items may require the counselor to recognize individual and school responsibilities associated with making outside referrals. Items may require the counselor to identify the principles of effective communication with family members and individuals in the community.
Content Component 0620 community education / orientation
Indicator 0621 needs assessment Items may require the counselor to determine family and community factors that influence student behavior and achievement. Indicator 0622 strategies Items may require the counselor to determine appropriate strategies to address community needs such as forming parenting education and support groups and offering seminars or programs on topics including communication skills, school programs, counselor functions, test results interpretation, behavior management, and child growth and development.
Content Component 0630 referral
Indicator 0631 needs assessment Items may require the counselor to determine the needs of an individual that require outside intervention. Indicator 0632 identification and appraisal of resources Items may require the counselor to identify a referral appropriate for a given situation. Indicator 0633 referral process Items may require the counselor to identify and apply appropriate steps in making referrals that may include initiation, cooperative strategies. and follow-up.
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Examples for Objective 06:
061101 consultation
After talking with a student, her teachers, and her parents, a counselor suspects that the student has a learning disability. To whom should the counselor refer her?
(A) family physician (B) school psychologist (C) student support team (D) county mental health professional
062201 community education / orientation
Several parents have told Mr. Tailor, a middle school counselor, that they do not know how to manage their children's behavior. The most efficient and effective way for Mr. Tailor to address their problem is to
(A) talk to each of the children individually.
(B) organize a parenting skills and support
group. (C) refer parents to a competent child
psychologist. (D) plan a staff development for teachers dealing
with classroom management.

063101
coordination
Johnny, an eight-year-old student, often comes to school dirty and appears to be malnourished. A talk with his mother confirms that she and his father are out of work and that they do not have grocery money.
Which agency would be the most appropriate to address Johnny's problems?
(A) Department of Family and Children Services
(B) Department of Vocational Rehabilitation (C) County Health Department (D) State Labor Department

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Teacher Certification Tests Field 24: School Counselor
Objective 07: The counselor identifies and applies assessment procedures for managing the guidance program in the context of the educational environment or academic materials.
Assessment Characteristics:
Assessment procedures include. but are not limited to. interviews. screenings. observations. tests, records. and inventories. Application of assessment procedures include selection, interpretation, and use of data.
Content Component 0710 selection
Items may require the counselor to choose assessment procedures for a given purpose by indicating an understanding of the basic attributes of the procedures. Attributes include applications. validity. and reliability.
Indicator 0711 types of assessment procedures Items may require the counselor to identify different types of assessment procedures and their purposes. Instruments may include those which measure achievement. aptitude, intelligence, personality, and interest. Purposes of assessment include diagnostic. prescriptive, and predictive. Indicator 0712 validity and reliability Items may require the counselor to distinguish between validity and reliability and to assess each as they apply to assessment procedures.
Content Component 0720 interpretation
Indicator 0721 indicators of central tendency and measures of variability Items may require the counselor to distinguish among indicators of central tendency and measure of variability. Indicator 0722 derived scores and comparisons Items may require the counselor to identify and apply various means of intra-individual and interindividual comparisons. This indicator assesses the counselor's knowledge of derived scores.
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28 Indicator 0723 norm-referenced and criterion-referenced tests Items may require the counselor to distinguish between norm-referenced and criterionreferenced tests and to identify their characteristics and applications. Indicator 0724 test results Items may require the counselor to recognize the appropriate use of test results from instruments measuring achievement. aptitude. intelligence. personality, and interest to provide diagnostic. prescriptive. and predictive information.
Content Component 0730 utilization
Indicator 0731 individual programs Items may require the counselor to use assessment results to help students. parents. and school personnel plan individual educational and career programs. Indicator 0732 curriculum Items may require the counselor to identify implications of assessment results for curriculum changes.
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Examples for Objective 07: 071101 selection of assessment instruments
Bill has expressed an interest in becoming a registered nurse. He is not sure, however, that he has the abilities necessary to do well in this career. Which instrument would be most helpful to use in assessing Bill's potential for nursing?
(A) Differential Aptitude Test (B) Thematic Apperception Test (C) Edward's Personality Inventory (D) Kuder Occupational Interest Survey
072201 interpretation of derived scores and comparisons
Suzanne has an assigned stanine value of 8 on a achievement test. To which percentile ranking does this correspond most closely?
(A) 93 (B) 80 (C) 8 (D) 7
073102 individual programs
Results from which type of assessment would provide the most helpful information for planning instruction?
(A) norm-referenced achievement test (B) criterion-referenced achievement test (C) individual intelligence test (D) group intelligence test

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TCT24

Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title 11 ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assIstance.
Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not dIscriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title 11- Billy Tidwell, Vocational Equity Coordinator Title VI- Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator
Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, TWin Towers Rast, Atlanta 30334; to the Regional Office for Civil RIghts, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.

Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030
FIRST CLASS
Division of Research, Evaluation and Assessment Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools 1992