Overview
This unit will introduce you to the principles, processes, applications, and issues pertaining to the development and use of psychological assessment. This unit is presented through a number of themes, covering topics such as origins, ethics and uses of psychological testing; testing in adults, children and vulnerable populations; neuropsychological testing and testing for industry and career development. The psychometric basis of psychological assessment and testing is emphasised. You will focus on a variety of common psychological procedures and tests measuring individual differences. Consideration of individual differences and assessment in an Australian context will be a key component of your studies in this unit.
Details
Pre-requisites or Co-requisites
CA10 & CQ01 – Must complete PSYC11008, PSYC11009, PSYC12014, and PSYC12013 or PSYC12010 CF59 – Must have completed PSYC12048 and (PSYC12010 or PSYC12012 or PSYC12013 or PSYC12014 or PSYC12047) CC43 – Minimum of 96 credit points
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback in-class and via email and Moodle discussion boards.Analysis of assessment resuts. Peer discussion.
Some students were producing descriptive rather than analytic materials in their assessments. Thus, students were unaware that at level 3 in an undergraduate degree there is an expectation that students would have transitioned beyond learning outcomes that asked them to describe content and to show their ability to critically evaluate content.
Provide students with a resource to inform them about learning skills associated with critical thinking and reflection. The unit tutor in 2018 will offer to produce a short video podcast that can be used on this unit and other level 3 psychology units, if applicable.
Feedback from Student feedback in-class and via email and Moodle discussion boards.
Some students reported difficulties in searching for unit materials stored on the Moodle site. This was believed to be due to the use of themes to organise unit content.
Index digitally stored materials with the following file name protocol: [Teaching week]_[teaching format]_topic. Provide an index list of all unit digital materials on the Moodle site. Provide an extended induction in week 1 on using the Moodle site, paying particular attention to the thematic structure of the site.
Feedback from Self-reflection
The use of ITS content streaming for timetabled classes did not provide the tutor with the ability to see how many participants were online and did not have the facility for students to text comments or to indicate to the tutor that they wished to ask a question.
Scope the use of Zoom instead of ITS streaming of class sessions to enable increased opportunities for student engagement in synchronous online teaching.
- Articulate the purposes and principles of psychological assessment and testing
- Identify and articulate the knowledge of test construction processes and basic statistics to develop and validate a test of a psychological construct
- Apply knowledge of psychometric principles to evaluate the reliability, validity and other relevant features of psychological assessment processes and tests
- Locate and use professional standards, ethical codes and sources of information relevant to developers and users of psychological assessments and tests.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 30% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Examination - 30% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 30% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Examination - 30% | ||||||||||
Textbooks
Psychological Testing: History, Principles and Applications
7th Edition (2015)
Authors: R.J. Gregory
Pearson
Essex , England
ISBN: 12: 978-1-292-05880-1
Binding: Paperback
Publication Manual of the American Psychological Association (APA)
6th Edition (2010)
Authors: American Psychological Association
American Psychological Association
Washinton Washinton , DC , USA
ISBN: 1433805618
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
c.dittman@cqu.edu.au
Module/Topic
Week 1: Implementation and Attributes of Psychological Testing
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 1: Topic 1A. The Nature and uses of Psychological Testing and Topic 1B. Ethical and Social Implications of Testing.
Events and Submissions/Topic
All quizzes are OPEN for completion
Module/Topic
Week 2: Origins of Psychological Testing
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 2: Topic 2A. The Origins of Psychological Testing and Topic 2B. Testing from the Early 1900's to the Present.
Events and Submissions/Topic
Module/Topic
Week 3: Norms and Reliability
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 3: Topic 3A. Norms and Test Standardisation and Topic 3B. Concepts and Reliability.
Events and Submissions/Topic
Module/Topic
Week 4: Validity and Test Construction
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 4: Topic 4A. Basic Concepts of Validity and Topic 4B. Test Construction.
Events and Submissions/Topic
Quiz 1. CLOSES 5 pm [AEST] 9th August
Module/Topic
Week 5: Intelligence and Achievement: Theories and Tests
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 5: Topic 5A. Theories of Intelligence and Factor Analysis and Topic 5B. Individual tests of Intelligence and Achievement.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Week 6: Ability Testing: Group Tests and Controversies
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 6: Topic 6A. Group Tests of Ability and Related Concepts and Topic 6B. Individual Tests of Intelligence and Achievement.
Events and Submissions/Topic
Module/Topic
Week 7: Assessing Special Populations
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 7; Topic 7A. Infant and Preschool Assessment and Topic 7B. Testing Persons with Disabilities.
Events and Submissions/Topic
Module/Topic
Week 8: Foundations of Personality Testing
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 8: Topic 8A. Theories of Personality and Projective Techniques and Topic 8B. Self-Report and Behavioural Assessment of Psychopathology.
Events and Submissions/Topic
Quiz 2. CLOSES 5 pm [AEST] 13th September
Module/Topic
Week 9:Evaluation of Normality and Individual Strengths
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 9: Topic 9A. Assessment Within the Normal Spectrum and Topic 9B. Positive Psychological Assessment.
Events and Submissions/Topic
Individual written essay DUE: Week 9 Friday 16th September 2019 9:00 am [AEST]
Individual Written Essay Due: Week 9 Monday (16 Sept 2019) 9:00 am AEST
Module/Topic
Week 10: Neuropsychological Testing
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 10: Topic 10A. Neurological concepts and Behavioural Assessment and Topic 10B. Neuropsychological Tests, Batteries, and Screening Tools.
Events and Submissions/Topic
Module/Topic
Week 11: Occupational and Career Assessment
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered is chapter 11: Topic 11A. Industrial and Organizational Assessment and Topic 11B. Assessment for Career Development in a Global Economy.
Events and Submissions/Topic
Module/Topic
Overview of unit.
Chapter
Readings for this week are from the assigned textbook Gregory, R. J. (2015). Psychological Testing. History, Principles, and Applications.
The chapter covered are chapters 1 - 11 and will review all of the learning from the term together with considerations and examples for examination.
Events and Submissions/Topic
Quiz 3. CLOSES 5 pm [AEST] 11th October
Quizzes x 3 Due: Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Module/Topic
No lecture
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Unit Co-ordinator:
Jessica Paterson
j.paterson@cqu.edu.au
(08) 8378 4519
1 Online Quiz(zes)
Assessment task one consists of three quizzes which you will complete online over the course of the unit. These quizzes are open book assessments and are timed, meaning you have 30 minutes from commencement to complete the quiz. There will be 30 questions to answer. At the end of 30 minutes, the quiz will close and all answered questions will be submitted for automatic grading via Moodle. Students will be able to go in and access their grade for the completed quiz once it has closed.
You will only have one opportunity to complete each quiz.
Topics assessed relate directly to the textbook. Each quiz is linked to specific chapters from the text. Quiz 1 will have questions from Chapters 1-4; Quiz 2 will have questions from Chapter 5-8 and Quiz 3 will have questions from Chapters 9-11.You will need access to the assigned textbook for this unit - Pearson Education offer this as a hard copy, and an online copy for ease of access.
The assigned textbook is Gregory, R.J. (2015). Psychological Testing: History, Principles, and Applications. Global Edition. Essex: Pearson Education Limited.
Questions are randomized from a large bank of potential questions; no two students will receive the same questions in their assessment.
All three of the quizzes will open on 15 July 2019, to allow you to work ahead if desired. However, I would encourage you to complete these quizzes as you progress through the learning chapters so you can support your reading with lecture and tutorial material.
A breakdown of the content contained within each quiz can also be found in the Assessment Information Sheet on the Moodle page for PSYC13020, under "Assessment Information".
3
Other
Week 12 Friday (11 Oct 2019) 5:00 pm AEST
Please NOTE - this due date refers to the FINAL Quiz. The 3 quizzes are due on the Friday (5.00pm) of Week 4, Week 8 and Week 12.
Week 12 Friday (11 Oct 2019)
Feedback will be provided via Moodle utilising the assessment criteria below.
Quiz items will be presented in multiple choice format, with only one correct item applicable. Quizzes will be automatically graded. Students will be able to view which items were incorrect after completion of the quiz, to facilitate individual reflection and review of the prescribed text.
No submission method provided.
- Locate and use professional standards, ethical codes and sources of information relevant to developers and users of psychological assessments and tests
- Explain cross-cultural considerations and other relevant issues pertaining to the development and use of psychological assessment procedures and tests.
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
For Assessment 2, you will produce an individual written essay of between 1800 - 2200 words. This essay is worth 40% of your total grade.
The word count does not include the title page or reference list.
There are four prescribed essay topics and they are:
1. Provide a clear comparison and contrast of
the advantages and disadvantages of individual and group intelligence tests. Include
specific reference and discussion in the application of intelligence tests to
culturally diverse and Indigenous groups of people. Use current and relevant examples
to support your overall discussion.
2. Discuss and clearly explain the
differences and similarities among ability, aptitude, and achievement tests. Include
in the essay discussion, how cultural diversity can be accounted for in these
tests. Use current and relevant examples to support your overall discussion.
3.Discuss and explain how the concept of
test bias differs from the concept of test fairness? Include in the essay
discussion, how these 2 concepts can be acknowledged and adjusted to better
meet the need of variables such as gender, race, or any other defining
characteristic that an individual or group may identify by. Use current and relevant examples to
support your overall discussion.
4.Discuss and highlight the historical timeline of the development of psychological testing; its origins; founding concepts and population groups initially targeted for psychologically testing. Make a comparison with how psychometric testing is undertaken today and provide an argument (positive or negative) for the need, relevance and purpose of psychological testing today. Proved current and relevant examples to support the stance taken in the essay.
Assessment for this essay will include:
25% (10 Marks) for the use of 10 highly relevant sources
37.5% (15 Marks) for critical analysis, comprehensive argument and considered discussion of topic question
25% (10 Marks) for the use of highly relevant, coherent and cohesive examples
12.5% (5 Marks) for effective APA references both in the text and in the reference list
In brief, the essay will require:
- Use of at least a
minimum of 10 appropriate references consisting of journal articles, books and
other professional reference sources
- Clear, accurate and
critical exploration of relevant material to meet the topic chosen
- Use of appropriate examples with clearly justified reasoning to support any argument or discussion presented in the essay
- Use of APA referencing throughout the essay and specifically the correct format and referencing required in the Reference list.
Week 9 Monday (16 Sept 2019) 9:00 am AEST
Essay Assessment to be submitted through Moodle
Week 11 Friday (4 Oct 2019)
Feedback will be provided via Moodle
Use of 10 or more appropriate references consisting of journal articles, books and other modes of information.
Clear, analytical and critical exploration of relevant material to either compare and contrast or to consider similarities and differences.
Use of appropriate examples, with clearly justified inclusion and discussion to support the development of the essay.
Efficient and appropriate APA referencing throughout the essay and essential in the Reference list.
- Restate the qualities and appropriate applications of common psychological assessment procedures and tests
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
Examination
No calculators permitted
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
