1. Which of the following is NOT a strength of informal assessment techniques?
a. They add to the total assessment process and increase our ability to better understand the whole person.
b. They can be created so they assess the exact attribute we are attempting to measure.
c. The can often be developed or gathered in a rather short amount of time.
d. They are generally free or low cost procedures.
e. They are generally highly valid and reliable.
2. Observation can be completed:
a. by an examiner.
b. by the client.
c. by a professional (e.g., teacher or counselor).
d. by someone close to the client (e.g., parent).
e. All of these can complete observation.
3. According to the text, two types of observation are:
a. non-intrusive and naturalistic observation.
b. event and time sampling.
c. enmeshed and disengaged observation.
d. controlled and spontaneous observation.
e. focused and open-ended observation.
4. A type of observation in which a specific attribute is observed without regard for time is called (e.g., acting out
behavior in a classroom):
a. a naturalistic sample.
b. an event sample.
c. an enmeshed sample.
d. a spontaneous sample.
e. an open-ended sample.
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
5. A type of observation in which an individual is observed for a predetermined amount of time is called (e.g., 10
minutes observing a classroom, three times during the day):
a. a non-intrusive sample.
b. a controlled sample.
c. a disengaged sample.
d. a time sample.
e. a focused sample.
6. You are interested in exploring empathic responses of a specific counselor trainee. You therefore view all of this
trainee’s counseling sessions with a client and rate the counselor’s responses. This is an example of:
a. a sociometric measure.
b. an event sampling.
c. a time sampling.
d. semantic ratings.
7. The halo effect is:
a. when observational methods and ratings scales will likely not be an effective tool to use due to the vague
nature of the attribute being observed.
b. when the overall impression of an individual clouds the rating of that person in one select area.
c. when the individual doing the rating identifies with the person being rated and thus rates the individual
inaccurately.
d. when an individual is being too nice in his or her ratings of another.
8. Generosity error is:
a. when the individual doing the rating identifies with the person being rated and thus rates the individual
inaccurately.
b. when the overall impression of an individual clouds the rating of that person in one select area.
c. when observational methods and ratings scales will likely not be an effective tool to use due to the vague
nature of the attribute being observed.
d. when an individual is being too nice in his or her ratings of another.
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
9. Because we tend to identify with the individuals we are rating, we sometimes rate them higher than we actually
believe them to be. This concept is called:
a. generosity error.
b. interrater reliability.
c. criterion referenced rating.
d. the halo effect.
10. This kind of rating scale provides a written statement that can be rated from high to low on a number line.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)
11. This kind of rating scale contains a number of items that are being rated on the same theme and are anchored by
both numbers and a statement that corresponds to the numbers.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)
12. This kind of rating scale provides a series of statements the respondent can categorize and arrange from high to low
based on his or her preferences.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
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13. This kind of rating scale provides a statement followed by one ore more pairs of words that reflect opposing traits.
a. Semantic differential
b. Rank order
c. Numerical
d. Likert-type scale (graphic scale)
14. Classification methods such as feeling word checklists and behavior checklists are unique in that they:
a. order preferences or order personality traits.
b. rate the degree to which a client agrees with a trait.
c. provide a narrative description of an attribute.
d. classifies attributes as all or nothing.
15. Environmental assessments have a distinct advantage in that they:
a. minimize distractions by using a laboratory or clinical setting.
b. often present a less distorted view of the client.
c. allow for the measurement of toxins or other allergy forming molecules.
d. keep the examinee comfortable by maintaining a consistent temperature range.
e. None of these are advantages of environmental assessments.
16. After sharing information about one’s family in a graduate class on family systems, the instructor asks each student
to write down on a piece of paper the student with whom they most identify. The instructor then maps out the
responses on the board. The instructor is using which of the following techniques?
a. A rating scale
b. An observational technique
c. A behavior checklist
d. A feeling word checklist
e. A sociometric technique
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17. In applying for graduate school, a doctoral program asks potential students to role-play a counselor with a faculty
member. The faculty member role-plays the same client with each potential doctoral student. Which technique is
being employed?
a. A rating scale
b. A behavior checklist
c. A sociometric technique
d. A situational test
e. Records and personal documents
18. During a role play between students and faculty in which the student acts as a counselor, other faculty look on and
the audience faculty later make a hierarchical list of students from “best to worst” based on how they responded in
the role-play. Which technique is being employed?
a. A rating scale
b. A rank order
c. A behavior checklist
d. A sociometric technique
e. Records and personal documents
19. As part of a graduate school program’s comprehensive exam, they ask each student to do a role play with a coached
client. Each student is asked to “do your best job at counseling the client.” At the end of the role-play, the students
are evaluated on a series of statements that uses a number line and statements that range from strongly disagree to
strongly agree on factors such as use of empathic responses, paraphrasing, attentive listening, etc. Which rating
scale is being used?
a. Numerical
b. Likert-type scale (graphic scale)
c. Semantic differential
d. Rank order
e. None of these
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20. On a school counselor’s personnel file, it is noted that a student tends to be consistently late to work. This is an
example of a(n):
a. rating scale.
b. anecdotal record.
c. time sampling.
d. event sampling.
e. biographical data inventory.
21. Which of the following are you NOT likely to find on a genogram?
a. Family history of illnesses and mental disorders
b. Age or dates of birth and death
c. Substance use
d. Relationships and cultural issues
e. You are likely to find all of these.
22. Some environmental assessments are professionally constructed. Which of the following is true regarding these
instruments?
a. They are more rigorously constructed than informal assessments.
b. An example is the Behavior Rating Inventory of Executive Function.
c. Observation often plays a key role in these instruments.
d. They offer a less distorted view than many other forms of assessment.
e. All of these are true.
23. Which of the following is NOT true about performance-based assessment?
a. These instruments frequently measure speed and agility of the examinee.
b. They tend to minimize race-based differences.
c. They are often based on real-world tasks or responsibilities.
d. A portfolio is an example of a performance-based assessment.
e. They hope to predict how well one will achieve in a position.
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24. Which of the following is NOT true about portfolio assessments?
a. They may include comments from teachers or supervisors.
b. They are considered a “paper” project.
c. Validity can be improved by linking items to competencies or standards.
d. They should be graded with a rubric or similar scoring system.
25. Two expert raters are trained to rate the ability of graduate students to use different kinds of questions when
gathering information. After three weeks of training, their interrater reliability is .60. These raters:
a. have achieved high interrater reliability.
b. have a way to go before they are proficient at rating.
c. need to make the definitions of “the use of questions” a little more vague so their ratings will improve.
d. None of these are true.
26. A school psychologist is asked to observe the acting out behaviors of a student. He is concerned, however, that
“acting out” has not been clearly defined. His concern is justified, as it relates the strongest to which of the
following?
a. How valid the observation will be
b. The reliability of the observation
c. Cross-cultural issues related to the observation
d. How practical it is for him to view the situation
27. A school psychologist is asked to observe the behaviors of a student. She is concerned that “inappropriate” has not
been clearly defined, and if she will be the only individual observing this student, her analysis could be compromised.
This concern is mostly related to which of the following?
a. How valid the observation will be
b. The reliability of the observation
c. Cross-cultural issues related to the observation
d. How practical it is for him to view the situation
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
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28. In which of the following does cross-cultural fairness impact informal assessment techniques?
a. Use of more objective measures, such as numerical scales and Likert scales, mitigates concerns of cross-
cultural fairness when using informal assessment techniques.
b. Due to unconscious or conscious bias, an examiner, observer, or rater may misinterpret the verbal or
nonverbal behaviors of a minority client.
c. Because informal assessment procedures are developed by the examiner, they are less prone to cross-cultural
bias.
d. Cross-cultural issues are not particularly relevant to informal assessment techniques.
e. None of these
29. Which of the following is NOT true relative to the practicality of informal assessment techniques?
a. They are low-cost or cost-free.
b. They can be created or obtained in a short amount of time.
c. They are relatively easy to administer.
d. They are fairly easy to interpret.
e. They are cross-culturally free of bias.
30. It is unusual to find one conducting an observation of an individual that includes both event and time sampling.
a. True
b. False
31. Rating scales are subjective and the evaluation or assessment is based on the rater’s “inner judgment” and can be
filled with biases.
a. True
b. False
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
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32. Generally, there is little error in the application of rating scales.
a. True
b. False
33. Due to the subjectivity of rating scales, the halo effect is probably minimal.
a. True
b. False
34. It is important that, when clients are asked to write an autobiography, strict instructions are given as to what areas
are to be covered.
a. True
b. False
35. Interrater reliability measures the agreement or consistency among two or more evaluators observing a behavior or
phenomenon.
a. True
b. False
36. Validity of informal assessment techniques has to do with how well the examiner is defining that which is being
assessed.
a. True
b. False
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
37. Although having two raters increases reliability and accuracy when using observation, it may create issues with
practicality.
a. True
b. False
38. Because informal assessment procedures are developed by the examiner, they are less prone to cross-cultural bias.
a. True
b. False
39. Despite the fact that informal assessment techniques are easily affected by bias, they still can offer much in the
assessment process.
a. True
b. False
40. Informal assessment techniques are not particularly practical because one has to painstakingly take time to create
them.
a. True
b. False
41. Environmental assessments minimize outside stimuli by containing the assessment to a controlled and clinical setting.
a. True
b. False
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
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42. Performance-based assessments appear to be gaining popularity, which may be due in part to their ability to predict
future performance and minimize racial biases.
a. True
b. False
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
Match the name of the rating scale with the examples below.
a. Semantic differential
b. Rank order
c. Likert-type (graphic scale)
d. Numerical
REFERENCES: Types of Informal Assessment
43. Rate how much you enjoyed this class:
44. Rate how effective you thought this class was:
45. Place an “X” on the line to represent how much of each quality you possess.
46. For the following statements, place a 1 next to the item you most prefer, a 2 next to the item you second most prefer,
etc. Continue in this manner down to a 5 next the item you prefer least.
____ I prefer a psychodynamic approach to counseling.
____ I prefer a behavioral approach to counseling.
____ I prefer a cognitive approach to counseling.
____ I prefer a humanistic approach to counseling.
____ I prefer an eclectic approach to counseling.
Match the term with the description given.
a. Biographical inventories
b. Cumulative records
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
c. Anecdotal information
d. Autobiographies
e. Journals and diaries
f. Genograms
g. Environmental assessments
h. Portfolio
REFERENCES: Types of Informal Assessment
47. By doing these, the client provides the professional with an ongoing, personal, “inside perspective” of his or her life
and assists the helper in understanding the client’s inner world.
48. A grouping of an examinee’s work.
49. This gives us insight about the usual manner in which a person behaves or about unusual, rarely seen behaviors of
the person.
50. This is a map of an individual’s family tree that may include family history of illnesses, mental disorders, substance
use, relationship issues, cultural issues, and other concerns for counseling.
51. This provides a detailed picture of the individual from birth to their current age and is often the by-product of a
structured interview.
52. The client’s completion of this allows the helper to collect historical, in-depth and comprehensive information about a
client that, for some reason, stands out in the client’s memory.
53. Collecting information about a client in his or her home, school, or work place.
54. These are ongoing records of significant behaviors clients have exhibited, often kept in schools and places of
employment.
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
Assessments, Records and Personal Documents, and Performance-Based Assessment
Match the informal assessment categories with their assessment instruments.
a. Observation
b. Rating scales
c. Classification methods
d. Environmental assessment
e. Records and personal documents
f. Performance-based assessment
REFERENCES: Types of Informal Assessment
55. Biographical inventories
56. Event sampling
57. Portfolio
58. Rank order
59. Anecdotal information
60. Situational test
61. Genograms
62. Semantic differential
63. Behavior checklist
Chapter12—InformalAssessment:Observation,RatingScales,ClassificationMethods,Environmental
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64. Autobiographies
65. Cumulative records
66. Numerical
67. Journals and diaries
68. Feeling word checklist
69. Sociometric technique
70. Time sampling
71. Graphic (Likert-type)
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