Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-23T11:34:43.685Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessment in the Digital Age: An Overview of Online Tools and Considerations for School Psychologists and School Counsellors

Published online by Cambridge University Press:  15 June 2015

Laura Jellins
Laura Jellins*
Affiliation:
ACT Education and Training Directorate, Canberra, Australian Capital Territory, Australia
*
address for correspondence: Laura Jellins, ACT Education and Training Directorate, 51 Fremantle Drive, Stirling ACT 2611, Australia. Email: [email protected]
Get access

Abstract

With recent developments in technology, online tests and digital tools offer school psychologists and school counsellors alternate modes of assessment. These new technologies have the potential to increase accessibility to tests (through greater portability), allow school psychologists and school counsellors to service more students (through greater efficiency), enable practitioners to provide more comprehensive assessments, and build professional capacity. This article will outline some examples of online tools and their benefits for time-poor school psychologists and school counsellors as well as identify ethical implications to be considered when adopting new technologies.

Keywords

online testsdigital assessmentcomputerinteractive administration
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 25 , Special Issue 1: Psycho-Educational Assessment , June 2015 , pp. 116 - 125
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Psychological Society (APS). (2013a). Framework for the effective delivery of school psychological services. Melbourne, Australia: Author.Google Scholar
Australian Psychological Society (APS). (2013b). Ethical guidelines for psychological assessment and the use of psychological tests. Melbourne, Australia: Author.Google Scholar
Australian Psychological Society & Speech Pathology Australia. (2014). Practice guide for the assessment of school-age students in educational contexts. Melbourne, Australia: Author.Google Scholar
Australian Psychologists and Counsellors in Schools. (2013). State by state comparison. Retrieved from http://www.agca.com.au/article.php?id=22Google Scholar
Bush, S., Naugle, R., & Johnson-Greene, D. (2002). Interface of information technology and neuropsychology: Ethical issues and recommendations. The Clinical Neuropsychologist, 16, 536–547.Google Scholar
Butcher, J.N., Perry, J.N., & Hahn, J. (2004). Computers in clinical assessment: Historical developments, present status, and future challenges. Journal of Clinical Psychology, 60, 331–345. doi:10.1002/jclp.10267Google Scholar
Conners, C.K. (2008). Conners 3rd edition. Toronto: Multi-Health Systems.Google Scholar
Gioia, G.A., Isquith, P.K., Roth, R.M., Guy, S.C., Kenworthy, L., & Andrews Espy, K. (2013). Behavior Rating Inventory of Executive Function (BRIEF). Florida: PAR, Inc.Google Scholar
Goodman, R. (1997) The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.Google Scholar
Lovibond, S.H., & Lovibond, P.F. (1995). Depression Anxiety Stress Scales (DASS). Sydney, Australia: Psychology Foundation.Google ScholarPubMed
Oakland, T., Faulkner, M., & Annan, M. (2005). School psychology in four English speaking countries: Australia, Canada, New Zealand and the United States. In Frisby, C. & Reynolds, C. (Eds.), Comprehensive handbook of multicultural school psychology (pp. 1081–1106). New York, NY: John Wiley & Sons.Google Scholar
Pfohl, W., & Jarmuz-Smith, S. (2014). Best practices in using technology. In Harrison, P. & Thomas, A. (Eds.), Best practices in school psychology foundations (pp. 475–487). Bethesda, MD: National Association of School Psychologists.Google Scholar
Pfohl, W., & Jellins, L. (in press). School psychologists in the digital age. In Thielking, M. & Terjesen, M.D. (Eds.), Handbook of Australian school psychology. Melbourne, Australia: Springer.Google Scholar
Spence, S.H. (1997). The Spence Children's Anxiety Scale (SCAS). Windsor, UK: NFER-Nelson.Google Scholar
Wagner, K. (2013). School psych tech: Q-interactive and digital assessment. Retrieved from http://www.helloq.com/content/dam/ped/ani/us/helloq/media/ISPA_Q-Interactive_Review_Wagner.pdfGoogle Scholar
Wechsler, D. (2003). Wechsler Intelligence Scale for Children, fourth edition (WISC-IV). San Antonio, TX: The Psychological Corporation.Google Scholar
Wechsler, D. (2012). Wechsler Preschool and Primary Scale of Intelligence, fourth edition (WPPSI-IV). San Antonio, TX: Pearson.Google Scholar