The Assessment Portfolio was developed to help ensure student competency in the domain of psychological assessment. The creation of an assessment portfolio is one method of evaluating the general competency of students in the domain of assessment. A minimum of eight integrated batteries with reports is required.
Definition of Integrative Assessment/Battery & Report
An integrated report includes identifying information, reason for referral, history/background, mental status, recommendations, and findings from at least two tests from one or more of the following categories:
- Objective Personality Measures
- Projective Personality Measures
- Self-report Measures
- Observational Measures
- Intellectual or Cognitive/neuropsychological measures.
Information from these sources is synthesized into a comprehensive report (typical length of four - eight pages) that provides an overall picture of the client. This definition of an integrated report is very similar to that used by APPIC for internship applications.
Within the eight assessment reports noted above, there should be evidence of at least:
- The use of 2 objective personality instruments (examples: MMPI; PAI; MCMI, etc.)
- The use of 2 cognitive/intellectual instruments (examples: WAIS; WISC; Stanford Binet, etc.)
Although not required, experience with projective personality measures, particularly Rorschach, is highly recommended when a student has had prerequisite course work and where appropriate supervision is available. Some internship sites may require clinical experience with projective testing.
The following measures should be seen as examples of appropriate tests for assessments completed for the portfolio. This list is not intended to be exhaustive. As a general rule, we include only those assessment tools that include a formal scoring or interpretation scheme when available.
Objective Personality Tests
- NEO-Personality Inventory
- Omni Personality Inventory
- Millon Clinical Multi-axial Inventory (or others from the Millon measures)
- 16 PF
- Personality Assessment Inventory
- California Personality Inventory
Projective Personality Tests
- Roberts Apperception Test
- Incomplete Sentences blank
- Children’s Apperception Test
- Thematic Apperception Test
Cognitive, Developmental & Neuropsychological Tests
- WAIS- IV
- WMS- IV
- Kaufman Assessment Battery for Children
- Leiter International Performance Scale
- Woodcock-Johnson Cognitive
- Trail Making Test
- Bayley Scales of Infant Development
- WISC IV
- Kauffman Brief Intelligence Test
- Memory Assessment Scales
- Ruff 2 and 7 Test
- Woodcock-Johnson Achievement
- Vineland Adaptive Behavior Scales II
- Adaptive Behavior Assessment System
- Conner’s Rating Scales – Revised
- Behavior Assessment System for Children – II
- Beck Depression Inventory
- Beck Anxiety Inventory
- Children’s Depression Inventory
- Pediatric Quality of Life Questionnaire
- Coping Strategies Inventory
- Young Mania Rating Scale
- Zung Self-Rating Depression Scale
- Geriatric Depression Scale
- Alabama Parenting Questionnaire
Assessment Portfolio Policies and Procedures
Assessment Portfolio Policies and Procedures
- A minimum of eight multi-measure assessments with integrated reports must be completed and an Assessment Portfolio Case Review Form (see form below) must be submitted to the Office of Clinical Training (OCT) prior to leaving campus for internship. Case Review Forms do not need to be submitted for additional reports that are completed. For sole works, sanitized assessment reports (refer to items 9, 10, and 11) must be submitted in addition to the Case Review Form. The demographic information and identity of the client in each of these reports must be sanitized or disguised, and signed by the supervisor. The supervisor’s signature provides confirmation that the report does not include any demographic information that could threaten the anonymity of the client. Permission to use client information for this purpose must be obtained from the client and is the responsibility of the student and on-site supervisor.
- The Case Review Form requests students to very briefly summarize the case, especially any unique feature of the case or report, and to obtain the supervisor’s signature. A post-doctoral fellow or intern may fulfill the requirements of these policies and procedures under the supervision of a supervisor although the supervisor signs the form.
- The OCT provides for the collection and storage of the two “sole works” and six Case Review Forms. It does not evaluate the reports or provide feedback to students on the adequacy of the reports. These evaluative functions rest with the on-site supervisor, the CCE evaluation committee, and other faculty review bodies such as for annual student reviews and development of remediation plans. Students may not leave for internship until eight assessment reports have been completed and required forms submitted. The reports submitted are destroyed as specified by the SOPP retention policy.
- Supervisors are asked to observe (live or on video tape) at least one administration of one structured test such as a WAIS or Rorschach, and to carefully review the scoring of that test to assure that the student has mastered test administration and scoring procedures. Proficiency exams performed at internal training sites may fulfill this requirement as well. Supervisors are asked to continue taking these steps as needed until they are confident that the student has mastered these skills. Students can demonstrate this proficiency with any one test of their choosing. Supervisors attest that these steps have been taken by completing Item 4 on the Case Review Form.
- Of the required eight assessments, at least four must be submitted at least two weeks prior to sitting for the CCE. The additional reports, up to a total of eight, must be submitted prior to leaving for Internship.
- The Office of the Associate Dean will make CCE committee assignments in early Spring Semester of the student’s third year under the assumption that a minimum of four reports will be submitted, but the student’s CCE exam will be cancelled if the reports are not submitted within two weeks prior to the examination.
- Students may select these eight cases from employment sites as long as the work was supervised by a licensed psychologist and all other criteria listed here are met.
- Up to three of these reports may be transferred into the portfolio from work done within two years prior to arrival at SOPP. Transferred reports submitted for the portfolio must include signatures obtained from the original supervisor(s) of the case and a completed Case Review Form which is also signed by a site supervisor. Such reports cannot be submitted as the sole work of the student for the purposes of the CCE.
- At least two of the reports prepared prior to the CCE must represent the sole work of the student, and the Case Review Form must identify these two reports. The supervisor’s signature must verify that this work is solely that of the student. “Sole work” means that the supervisor has approved the selection of the case and may have provided some initial guidance on the case. The supervisor does not assist with test scoring, interpretation, conceptualization, or writing after assessment data have been gathered. After the work sample is turned into the OCT, the student and supervisor may continue to make changes in the report that remains in the clinical setting. The final approved report that remains in the clinical setting and supporting test protocols must be attached to these two sole reports. Prior to the scheduling of the CCE, the student selects one of these two reports to be the primary focus of the CCE examining committee’s review.
- The reports that represent the student’s sole work each must be completed within 7 working days of the final data-gathering session with the client. Once this report has been signed by the student and the supervisor (verifying only that it is an acceptable case and is properly disguised), they make any necessary revisions to prepare it for final form for the clinical setting. Students may request an exemption to this 7-day rule when special circumstances exist that create a serious burden, such as when test scoring materials or computers are not available on site.
- Students may elect to submit additional sole reports beyond two if they conclude that new reports better present their best work. Prior reports that had been submitted as the student’s sole work may then be discarded, as long as two reports remain in the portfolio that represent the student’s sole work.