Assessment competency.

Abstract

Assessment is an ongoing, interactive, and inclusive process that serves to describe, conceptualize, characterize, and predict relevant aspects of a client" (McHolland, chap. 21, p. 163). It is unique among the major components of the core curriculum that constitute the foundation of the functioning and identity of the professional psychologist. Once the cardinal skill of the practicing psychologist, assessment has taken a progressively less central role in defining the profession. During the past three decades, assessment has become the target of intense scrutiny and dissatisfaction from within psychology as well as from outside the profession.A core curriculum in assessment must provide students with the comprehension, knowledge, and skills to meet current societal assessment needs and prepare students to meet the future needs of a rapidly evolving society. To accomplish these goals, the construction of a core curriculum in assessment must be based on and responsive to a systematic review of the criticisms of traditional psychological assessment.

The assessment competency.

“…Methods of assessment are quite broad ranging, extending from interviewing and diagnostic testing to review of records, systematic observation/monitoring of behavior, and various approaches to outcome measurement. Assessment competency includes the ability to utilize diverse methods of evaluation and select the ones most applicable to the specific issue in question (Gold &. De Piano, 1992), thus identifying the appropriate evaluation strategies, tools, measures, targets, and time lines across practice settings (Krishnamurthy et al, 2004).…”

“…KRISHNAMURTHY AND YALOF standards of education and training to foster their development. In the context of NCSPP's delineation of the core curriculum, for example, Gold and De Piano (1992) , 2008, pp. 11-12), for which they should receive exposure to current knowledge in "theories and methods of assessment and diagnosis... and evaluating the efficacy of interventions" (p. 12).…”