COSC 622 Educational Assessment and Intervention

This course is designed to provide an understanding of individual and group approaches to assessment and evaluation in a diverse K-12 educational setting. Comprehension and application of basic concepts of standardized and non-standardized testing and other specific P-12 school counseling assessments. Students will identify and apply ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in a school counseling setting.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Course Guide

View this course’s outcomes, policies, schedule, and more.*

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.


It is imperative for every school to have educators who are prepared to assess special needs and plan intervention for students who have learning difficulties and other related problems. Ministering to those in need is the professional responsibility of every educator and the spiritual mandate for every Christian.

Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course. 


Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each Discussion.

For Discussion: Exploring Assessment, the student is required to provide a thread in response to the provided prompt. Each thread must be 200-250 words and demonstrate course-related knowledge. Please refer to each prompt for specific details.

In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 100-150 words.

(CLO: A, B, F)

For Discussion: Narrated PowerPoint – Case of ZB, the student is required to provide a narrated PowerPoint for the initial thread. In addition to this narrated PowerPoint, the student is required to provide a video reply to 2 other classmates’ videos. Please see the prompt for more details.

(CLO: A, B, D, G, H, I)

For Video Discussion: Family Genogram, the student is required to provide a video reviewing the genogram created using GenoPro. In addition to this initial video, the student is required to provide a video reply to 2 other classmates’ videos. Please see the prompt for more details.

For Video Discussion: Class Reflection, the student is required to provide a video reflecting on the course and learning opportunities. In addition to this initial video, the student is required to provide a video reply to 2 other classmates’ videos. Please see the prompt for more details.

(CLO: A, B, G, H, I)

Benchmark Initial Interview Assignment

The student will use a fictional character as the subject of an interview that seeks to answer one of three referral questions. The interview will seek to gather all of the information that relates to the initial intake provided in the text, including identifying information, reason for referral, current situation and functioning, relevant medical history, psychiatric treatment history, family history, social and developmental history, educational and occupational history, and cultural influences. The information will be reported in a double-spaced, 900-1200 word document (not including title page). Review the assignment instructions for more information.

(CLO: A, B, G, I)

Test Critique Assignment

The student will choose a test that they would use in a counseling setting. The student will write a critique of the test that is structured according to the headings provided in the assignment instructions. The critique will be reported in a double-spaced, 2100-2400 words (not including the title page, abstract, and reference page). Review the assignment instructions for more information.

(CLO: A, B, C, D, E, F)

Benchmark Exploring Reliability and Validity Assignment

The student will analyze the psychometric properties provided in a test manual and evaluate the usefulness of the test for clinical practice based their review of the test. This includes describing the type and strength of reliability and validity measurements, the norm population, the quality of the information, and any discernible problems. The analysis must be reported in a 600–900-word, double-spaced document. Review the assignment instructions for more information.

(CLO: A, B, C, D, E, F)

Quizzes (12)

Every quiz (except one) will cover textbook readings for the assigned module. Each quiz will be open-book/open notes and contain multiple-choice and true/false questions. The three quizzes from the Sheperis et al. text will have a 60-minute time limit. The eight quizzes from the Whitcomb text will have a 20-minute time limit. The three quizzes from the Sheperis et al. text will be worth 20 points each, whereas the eight quizzes from the Whitcomb text will be worth 10 points each. The Dispositions Quiz will be worth 10 points. 


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