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Bisma The Journal of Counseling
Volume 8, Number 2, 2024 pp. 221-227
P-ISSN: 2598-3199 E-ISSN: 2598-3210
Open Access: https://doi.org/10.23887/bisma.v8i2.89923
*Corresponding author
E-mail addresses: osumahobaze@aauekpoma.edu.ng (Obaze Agbonluae Osumah)
Knowledge and Attitude Towards Assessment and Testing
Among School and Other Practising Counsellors in Nigeria
Obaze Agbonluae Osumah1*, B. O. Ehigbor2, Edowaye Osemeikhian3
1,2,3 Department of Guidance and Counselling, Ambrose Alli University, Ekpoma, Nigeria
A B S T R A K
Penelitian ini membahas masalah terbatasnya pengetahuan dan
beragamnya sikap terhadap asesmen dan pengujian di kalangan konselor
sekolah dan konselor praktik di Nigeria. Penelitian ini bertujuan untuk
menganalisis hubungan antara pengetahuan dan sikap terhadap praktik
tersebut. Dengan menggunakan empat pertanyaan penelitian dan
hipotesis, penelitian ini melibatkan seluruh konselor di Nigeria sebagai
populasi, dengan sampel sebanyak 350 peserta yang dipilih secara
purposif acak dari konferensi tahunan APROCON dan CASSON. Data
dikumpulkan menggunakan instrumen "Skala Pengetahuan dan Sikap
terhadap Asesmen dan Pengujian di Kalangan Konselor Sekolah dan
Praktik di Nigeria (KAATSOPCNS)" yang dikembangkan berdasarkan
kajian pustaka mendalam. Analisis data dilakukan menggunakan
Koefisien Korelasi Produk Momen Pearson (PPMCC). Hasil penelitian
menunjukkan adanya hubungan signifikan antara pengetahuan dan sikap
konselor terhadap asesmen dan pengujian, yang menegaskan perlunya
pemahaman lebih mendalam dan kompetensi profesional. Disarankan
agar konselor memperoleh kualifikasi yang diperlukan, pengalaman
praktik yang memadai, serta mengikuti program pengembangan
profesional secara rutin untuk meningkatkan keahlian mereka dalam
asesmen dan pengujian. Langkah-langkah ini penting untuk memastikan
praktik konseling yang efektif di Nigeria.
A B S T R A C T
This study addressed the problem of limited knowledge and varying attitudes towards assessment and
testing among school and practicing counsellors in Nigeria. The research aimed to explore the
relationships between knowledge and attitudes towards these practices. Using four research
questions and hypotheses, the study targeted all counsellors in Nigeria, with a purposive random
sample of 350 participants drawn from attendees at the annual APROCON and CASSON
conferences. Data were collected through the "Knowledge and Attitude towards Assessment and
Testing among School and Practicing Counsellors in Nigeria Scale (KAATSOPCNS)," developed after
an extensive literature review. Analysis was conducted using Pearson Product Moment Correlation
Coefficient (PPMCC). The findings revealed significant relationships between counsellors' knowledge
and attitudes towards assessment and testing, emphasizing the need for deeper understanding and
professional competence. It is recommended that counsellors acquire requisite qualifications, gain
practical experience, and participate in regular professional development programs to enhance their
proficiency in assessment and testing. These steps are essential to ensure effective counselling
practices in Nigeria.
1. INTRODUCTION
Education serves as a fundamental pillar for individual and national development by fostering
cognitive, affective, and psychomotor growth, enabling individuals to contribute effectively to society
(Bathgate & Schunn, 2017; De Brabander & Glastra, 2018). Within this framework, counsellors hold a
pivotal role in guiding individuals toward informed decisions that align with personal growth and
collective progress. Through systematic testing and assessments, counsellors gain valuable insights into
their clients' potential, interests, and challenges, thereby facilitating tailored interventions (Ekstrom et al.,
2004; Rudy & Levinson, 2008). The indispensable role of assessments in the counselling process, as they
offer reliable data for decision-making across various aspects of life, including career, education, and
A R T I C L E I N F O
Article history:
Received May 09, 2024
Accepted July 30, 2024
Available online August 25, 2024
Kata Kunci:
Pengetahuan, Sikap, Penilaian,
Pengujian, Konselor
Keywords:
Knowledge, Attitude,
Assessment, Testing,
Counsellors
This is an open access article under the CC
BY-SA license.
Copyright © 2024 by Author. Published by
Universitas Pendidikan Ganesha.
Bisma The Journal of Counseling, Vol. 8, No. 2, Tahun 2024, pp. 221-227 122
BISMA P-ISSN: 2598-3199 E-ISSN: 2598-3210
mental health (Papola et al., 2024). The integration of assessments in counselling has been widely
recognized as a cornerstone of effective practice (Ekstrom et al., 2004; Whiston, 2009). These tools help
counsellors identify and address the nature and scope of clients' concerns while evaluating their readiness
for counselling. From educational and career assessments to personality and neuropsychological
evaluations, diverse testing methods enable counsellors to establish clear goals and develop actionable
strategies (Anthony & Rowa, 2005; Flanagan & Esquivel, 2006). By leveraging standardized and objective
testing frameworks, counsellors not only enhance the precision of their interventions but also build a
comprehensive understanding of their clients, ultimately contributing to their overall well-being and
societal engagement.
The knowledge and attitude of counsellors toward assessment and testing are crucial for their
effectiveness in addressing clients’ academic, vocational, and socio-personal concerns (Heilbrun et al.,
2008; Zaliyaperumal, 2004). Knowledge in this context involves an understanding of assessment's
purposes, types, processes, and importance within the counselling process. Knowledge of assessment
equips counsellors to provide meaningful support, demonstrating better performance compared to those
lacking this expertise. Positive attitudes towards assessment—characterized by constructive thoughts and
feelings—further enhance the counselling process, fostering more impactful engagements with clients
(Sattler, 2002; Snyder et al., 2005). However, there is a lack of literature addressing the specific
knowledge and attitudes of school and practising counsellors in Nigeria, presenting a gap in
understanding these critical variables.
Several studies underscore the connection between knowledge, attitude, and assessment
practices among counsellors and educators. For instance, research by previous researchers establishes
relationships between knowledge and attitudes toward assessment in various educational settings
(Brookhart & M, 2013; Liberto et al., 2022). Similar findings are reported in studies emphasizing how
understanding and perspectives on assessment influence practice quality (Jansen & Moller, 2022; Nenty et
al., 2021). Additionally, socio-demographic variables have been identified as predictors of assessment
practices (Cohen & Swerdlik, 2005). These insights highlight the multidimensional nature of assessment
in counselling, revealing its dependence on counsellors' knowledge, attitudes, and contextual factors.
This study aims to explore the knowledge and attitude towards assessment and testing among
school and practising counsellors in Edo State, which is a critical aspect for enhancing the quality of
counselling services provided to students and clients in the region. By investigating how well these
professionals understand and perceive the role of assessments in addressing academic, vocational, and
socio-personal issues, this research seeks to identify key areas that may influence their counselling
practices. The findings will contribute to the development of targeted professional development programs
aimed at improving assessment practices, as well as enhancing the overall effectiveness of counselling
services. The novelty of this study lies in its focus on the under-explored context of Edo State, offering
insights into local perceptions and practices that have not been adequately addressed in existing
literature. By examining the specific knowledge gaps and attitudes toward assessment within this unique
setting, the study offers new perspectives that can inform both local and national strategies for improving
counselling practices and training programs.
2. METHOD
The study examines knowledge and attitude towards assessment and testing among school and
other practising counsellors in Nigeria. The population of the study consisted of all counsellors in Nigeria.
The total number of counsellors in Nigeria could not be ascertained because the two professional
counselling associations in Nigeria Association of Professional counsellors in Nigeria (APROCON) and
Counselling Association of Nigeria (CASSON) do not have a comprehensive record of counsellors in
Nigeria. The sample of the study comprised of two hundred and eighteen counsellors selected through
purposive sampling. The sample of the study was selected during, the Annual conferences of the
Association of Professional Counsellors in Nigeria (APROCON) and Counselling Association of Nigeria
(CASSON) which held in 2022. The data for the study were collected using instrument titled “Knowledge
and Attitude towards Assessment and Testing among School and other Practising Counsellors in Nigeria
Scale (KAATSOPCNS)” designed by the researcher after exhaustive literature review. It was designed to
elicit information from the respondents on the knowledge and attitude towards assessment and testing
among school and other practising counsellors in Nigeria. The instrument was made up of two parts. Part
1 elicited information in demographic variables of the study, while part 11 was on the content coverage of
the study.
There were twenty (20) items in part 11 which elicited respondents’ responses on questions
relating to the knowledge and attitude towards assessment and testing among school and other practising
Bisma The Journal of Counseling, Vol. 8, No. 2, Tahun 2024, pp. 221-227 123
Obaze Agbonluae Osumah / Knowledge and Attitude Towards Assessment and Testing Among School and Other Practising Counsellors
in Nigeria
counsellors in Nigeria. The items on the research instrument were raised on a four (4) liken scale in
degree of agreement and disagreement with the statements or questions in the questionnaire. The scale
was based on strongly Agree = 4, Agree = 3, Disagree = 2 and strongly disagree = 1. The instrument was
content validated by two experts in test and measurement. Cronbach Alpha method was used to
determine the internal constituency of the instrument. Twenty-four copies of the instrument were
administered on counsellors. The instrument was administered and re-administered on the selected
students after two (2) weeks and scores collated, Pearson Product Moment Correlation Coefficient was
used to correlate the scores. If yielded correlation coefficient (r) value of 0.79. The shoos that the
instrument was reliable.
The researchers administer the copied questionnaire with the help of twelve research assistants
(counsellors), who were specifically trained for the purpose. The researcher ensured that the purpose of
the exercise was explicitly written on the questionnaire to facilitate the exercise. The researcher and
research assistants took permission from the president of APROCON and CASSON and thereafter met the
respondents during the 2022 conferences of both associations. The purpose of the research was explained
to the respondents and their cooperation in responding to the copies of the questionnaire solicited. The
researcher and research assistants thereafter administered the questionnaire copies of the questionnaire
were collected the same day. This was to ensure the copies of questionnaire were properly filled and
returned to ensure high return rate. It took two days to complete the exercise. Copies of the questionnaire
were collected from the research assistance by the researcher following the completion of the exercise.
The following statistical tools were used to analyze the data collected: percentage, mean, standard
deviation, Pearson Product Movement Correlation Coefficient were used to determine the knowledge and
attitude towards assessment and testing among school and other practicing counsellors in Nigeria.
3. RESULTS AND DISCUSSION
Result
Questionnaire Distribution and Response Pattern
Out of the 235 copies of questionnaires that were distributed and collected back, 218 being 92.8%
of the entire number distributed were all found useful.
Demographic Variables of the Respondents
The research outcome on the demographic distributions of the respondents reveals that almost
all the respondents 205 (94%) were married. About half of the entire respondents 108 (49.5%) fall within
the age bracket of 30- 39 years old with only 14(6.4%) that were within the ages of 50 years and above.
For counsellors’ status, 123(56.4%) of the respondents were school counsellors while 85(39%) were
para-counsellors. Majority of them 117(53.7%) had 3-5 yrs experience whereas 85(39%) were other
practicing counsellors. As regards qualifications B. A, B.Ed., & BSc had 108(49.5) respondents followed by
Igbo 81(37.2%). Detailed information about socio-demographic distribution of the respondents is
presented in Table 1.
Table 1. Socio- Demographic Distribution of the Respondents
Variables
Options
Frequency
Percentages
Marital
Status
Single
4
1.8
Married
205
94.0
Separated/divorces
6
2.
Widowed
3
1.4
Age
20-29yrs
59
27.1
30-39yrs
108
49.5
40-49yrs
37
17.0
50yrs and above
14
6.4
Nature of Counselling
Religious counsellors
2
1.0
Other Practising counsellors
8
3.6
Para counsellors
85
39.0
School counsellors
123
56.4
Experience
0-2 yrs
85
39.0
3-5 yrs
117
53.7
7-9 yrs
5
1.4
10 and above yrs
13
5.9
Qualifications
B.A, B.Sc, B.Ed
108
49.5
Bisma The Journal of Counseling, Vol. 8, No. 2, Tahun 2024, pp. 221-227 124
BISMA P-ISSN: 2598-3199 E-ISSN: 2598-3210
Variables
Options
Frequency
Percentages
Masters Degree
81
37.2
Ph.D
22
10.1
Others
7
3.2
To test Hypothesis 1, which states there is no significant relationship between knowledge and
attitude towards assessment among school counsellors in Nigeria, the Pearson r was applied on the data
collected from the respondents. A summary of the analysis is presented in Table 2.
Table 2. Hypothesis 1 Testing Result
Variables
N
Ẍ
SD
Pearson-r
p-value
Decision
Knowledge
218
8.70
3.25
0.114
0.015
Reject Null
Hypothesis
Attitude
218
49.37
4.65
Data in Table 2 revealed that a positive relationship exist between knowledge and attitude. An
rvalue of 0.114 at 0.05 level of significance connotes a positive and significant relationship. In the light of
this, the researcher rejects the null hypothesis of non-significant relationship. This means that there is a
significant relationship between knowledge and attitude towards assessment among school counsellors in
Nigeria. The conclusion is that as knowledge increases attitude towards assessment increases. Hence, to
some level of certainty we should expect school counsellors with higher level of knowledge to maintain a
higher level of attitude towards assessment.
To test Hypothesis 2, which states there is no significant relationship between knowledge and
attitude towards assessment among other practising counsellors in Nigeria, the Pearson r was applied on
the data collected from the respondents. A summary of the analysis is presented in Table 3.
Table 3. Hypothesis 2 Testing Result
Variables
N
Ẍ
SD
Pearson-r
p-value
Decision
Knowledge
218
8.60
3.28
0.113
0.018
Reject Null
Hypothesis
Attitude
218
46.37
4.68
Data in Table 3 revealed that a positive relationship exited between knowledge and attitude
towards assessment among other practising counsellors in Nigeria. An rvalue of 0.113 at 0.05 level of
significance connotes a positive and significant relationship. In the light of this, the researcher rejects the
null hypothesis of non-significant relationship. This means that there is a significant relationship between
knowledge and attitude towards assessment among other practising counsellors in Nigeria. The
conclusion is that as knowledge of assessment increases, attitude towards assessment also increases to
some extent. Hence, to some level of certainty we should expect other practising counsellors with higher
levels of knowledge to maintain a higher level of attitude towards assessment.
To test Hypothesis 3, which states there is no significant relationship between knowledge and
attitude towards testing among school counsellors in Nigeria, the Pearson r was applied on the data
collected from the respondents. A summary of the analysis is presented in Table 4.
Table 4. Hypothesis 3 Testing Result
Variables
N
Ẍ
SD
Pearson-r
p-value
Decision
Knowledge
218
8.3
3.12
0.112
0.016
Reject Null
Hypothesis
Attitude towards
Counsellors
218
45.32
4.25
Data in Table 4 revealed that a positive relationship exist between knowledge and attitude
towards testing among school counsellors in Nigeria. An rvalue of 0.112 at 0.05 level of significance
connotes a positive and significant relationship. In the light of this, the researcher rejects the null
hypothesis of non-significant relationship. This means that there is a significant relationship between
knowledge and attitude towards testing among school counsellors in Nigeria. The conclusion is that as
knowledge increases, attitude also increases to some extent. Hence, to some level of certainty we should
expect school counsellors with higher levels of knowledge maintain a higher level of attitude.
Bisma The Journal of Counseling, Vol. 8, No. 2, Tahun 2024, pp. 221-227 125
Obaze Agbonluae Osumah / Knowledge and Attitude Towards Assessment and Testing Among School and Other Practising Counsellors
in Nigeria
To test Hypothesis 4, which states there is no significant relationship between knowledge, and
attitude towards testing among other practising counsellors in Nigeria, the Pearson r was applied on the
data collected from the respondents. A summary of the analysis is presented in Table 5.
Table 5. Hypothesis 4 Testing Result
Variables
N
Ẍ
SD
Pearson-r
p-value
Decision
Knowledge
218
8.30
3.24
0.118
0.015
Reject Null
Hypothesis
Attitude
218
43.37
4.46
Data in Table 5 revealed that a positive relationship exist between knowledge and attitude. An
rvalue of 0.118 at 0.05 level of significance connotes a positive and significant relationship. In the light of
this, the researcher rejects the null hypothesis of non-significant relationship. This means that there is a
significant relationship between knowledge and attitude towards testing among other practising
counsellors in Nigeria. The conclusion is that as knowledge increases, attitude also increases to some
extent. Hence, to some level of certainty we should expect other practising counsellors with higher levels
knowledge to maintains a higher level of attitude towards testing.
Discussion
The study found a significant relationship between knowledge and attitude towards assessment
among school counsellors in Nigeria. This finding suggests that counsellors with a higher level of
knowledge about assessment tend to exhibit more positive attitudes towards its use in practice. Such a
relationship may stem from the widely recognized principle that knowledge empowers individuals to
develop more favorable perceptions and attitudes toward a subject matter. When counsellors possess
comprehensive knowledge about assessment types, procedures, and the relevance of assessments in the
counselling process, they are more likely to recognize its importance in providing accurate, reliable, and
meaningful support to clients (Epperson et al., 1983; Sattler, 2002). Consequently, their positive attitudes
are reinforced through understanding the practical value and impact of assessments on students’
academic, vocational, and socio-personal outcomes. The study's findings align with prior research which
established that professionals with a sound knowledge base are more likely to implement effective
assessment practices, thereby improving service outcomes (Brookhart & M, 2013; Liberto et al., 2022).
Similarly, the findings reveal a significant relationship between knowledge and attitude towards
assessment among practising counsellors in Nigeria, further reinforcing the critical role that knowledge
plays in shaping professional attitudes. The well-known adage "knowledge is power" aptly captures this
dynamic, suggesting that individuals with a deeper understanding of assessment processes are more
likely to develop positive attitudes toward its application in counselling practice (Jansen & Moller, 2022;
Nenty et al., 2021). The confidence gained through knowledge acquisition allows counsellors to approach
assessment more constructively and competently. This positive correlation highlights the need for
continuous learning to ensure counsellors remain updated on effective assessment practices, which
directly impacts the quality of counselling services provided. Supporting this notion, prior researchers
emphasize that professionals equipped with adequate knowledge are more likely to perceive assessments
as valuable tools for improving client outcomes in both educational and clinical contexts (Jansen & Moller,
2022; Nenty et al., 2021).
Moreover, the study shows a significant relationship between knowledge and attitude towards
testing among other practising counsellors in Nigeria. This finding suggests that counsellors who possess
greater knowledge of testing procedures tend to have more favorable attitudes toward their use in
counselling practice. This relationship reflects the broader notion that knowledge not only shapes
perceptions but also enhances professionals' confidence and willingness to engage with complex tasks. In
the context of counselling, understanding the purposes and outcomes of testing allows practitioners to
appreciate the importance of these tools in diagnosing client needs and planning appropriate
interventions. Counsellors' attitudes towards testing improve when they are adequately informed about
its practical applications and benefits (Whiston, 2009; Widiger & Samuel, 2009). Therefore, investing in
professional development programs that focus on testing practices can significantly enhance counsellors'
effectiveness in applying these tools to support their clients.
The significant relationship between knowledge and attitude towards testing among school
counsellors in Nigeria further underscores the influence of knowledge on professional attitudes and
behavior. The study confirms that counsellors with a comprehensive understanding of testing procedures
are more likely to engage confidently and constructively with these practices. This finding aligns with the
principle that knowledge enhances both competence and perception, leading to more positive attitudes
toward professional tasks. Knowledge acquisition fosters confidence, encouraging professionals to apply
Bisma The Journal of Counseling, Vol. 8, No. 2, Tahun 2024, pp. 221-227 126
BISMA P-ISSN: 2598-3199 E-ISSN: 2598-3210
assessment tools more effectively (Butcher, 2010; Koch, 2000). These findings highlight the importance of
continuous training programs to strengthen counsellors' knowledge base, particularly in the areas of
assessment and testing. By enhancing both their cognitive understanding and attitudinal orientation, such
initiatives can improve the overall quality of counselling services, ultimately benefiting students'
academic, personal, and social development (Mullen et al., 2021; Young, 2017).
The findings of this study contribute significantly to the field of counselling psychology and
educational assessment by emphasizing the critical link between knowledge acquisition and attitudinal
development among counsellors. This study provides empirical evidence supporting the idea that
enhancing counsellors' knowledge about assessment and testing procedures can positively influence their
professional attitudes, ultimately improving the quality of counselling services in educational settings. The
study highlights the need for integrating assessment-related knowledge into counsellor training
programs, ensuring that future practitioners are well-equipped to utilize assessment tools effectively.
Furthermore, this research enriches the existing body of literature by addressing the specific context of
Nigerian school and practising counsellors, thus offering culturally relevant insights that may inform
policy and practice in similar educational systems. By identifying knowledge as a key factor influencing
counsellors’ attitudes, this study underscores the importance of continuous professional development and
lifelong learning in fostering both competence and positive perceptions toward assessment practices,
which are crucial for enhancing student outcomes and the overall effectiveness of counselling
interventions.
Based on the findings, several recommendations can be made to enhance the effectiveness of
assessment and testing practices among school and practising counsellors in Nigeria. First, counselling
training providers should integrate and emphasize knowledge and the cultivation of positive attitudes
toward assessment and testing as a core component of their curricula. This inclusion will ensure that
future counsellors are not only equipped with theoretical understanding but also foster favorable
perceptions of assessment tools and their applications. Second, counselling educators must prioritize
comprehensive training in assessment and testing, ensuring that both school counsellors and other
practising counsellors develop the necessary expertise and attitudes to utilize these tools effectively in
their practice. Finally, professional bodies such as the Association of Professional Counsellors in Nigeria
(APROCON) and the Counseling Association of Nigeria (CASSON) should actively organize professional
education workshops and continuous learning programs. These initiatives would serve to enhance
counsellors’ knowledge base and reinforce positive attitudes towards assessment and testing, ultimately
leading to improved counselling services and student outcomes across educational institutions.
4. CONCLUSION
Based on the results of this study, it can be concluded that there is a significant relationship
between knowledge and attitude towards assessment among school counsellors in Nigeria. Similarly, the
findings indicate that knowledge and attitude towards testing among school counsellors are also
significantly related. Furthermore, the study confirms that the relationship between knowledge and
attitude towards assessment extends to other practising counsellors in Nigeria, highlighting the
importance of understanding assessment processes in counselling practice. Lastly, the results reveal a
significant relationship between knowledge and attitude towards testing among other practising
counsellors, emphasizing that both school and practising counsellors need adequate knowledge and
positive attitudes towards assessment and testing to enhance their professional competence and the
effectiveness of their counselling services.
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