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PSYC13020 - Individual Differences and Assessment

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 2 - 2020 Profile
Adelaide
Bundaberg
Cairns
Online
Rockhampton
Townsville
Term 2 - 2021 Profile
Adelaide
Bundaberg
Cairns
Online
Rockhampton
Townsville

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 30%
2. Written Assessment 40%
3. Examination 30%

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

Past Exams

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Previous Feedback

No previous feedback available

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.

Source: Student feedback in-class and via email and Moodle discussion boards.Analysis of assessment resuts. Peer discussion.
Feedback
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.
Recommendation
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.
Action Taken
Students were made aware in tutorials and in Moodle resources that critical analysis was an important skill being assessed in the written assessment and the final exam. Students generally showed good skills in this area.
Source: Student feedback in-class and via email and Moodle discussion boards.
Feedback
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.
Recommendation
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.
Action Taken
The Moodle site was well-organised and formatting was consistent and uniform throughout. Moodle navigation feedback was improved this year, compared to previous years.
Source: Self-reflection
Feedback
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.
Recommendation
Scope the use of Zoom instead of ITS streaming of class sessions to enable increased opportunities for student engagement in synchronous online teaching.
Action Taken
Zoom was used to relatively good effect, there were only a few minor technical issues.
Source: Self-reflection, student feedback
Feedback
The unit textbook is dense and contains an unnecessary level of detail for this level. It also has no relevance to an Australian context.
Recommendation
Text book options are to be reviewed and replaced if a better alternative is found.
Action Taken
Nil.
Source: Self-reflection, student feedback
Feedback
The online quizzes cover a wide variety of content from the textbook and this assessment format doesn't give the opportunity for students to receive helpful feedback.
Recommendation
The quizzes will be kept because this is a useful way to assess knowledge in an on-going way throughout the term, however the nature of the quiz will continue to be reviewed and improved.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Articulate the purposes and principles of psychological assessment and testing
  2. Identify and articulate the knowledge of test construction processes and basic statistics to develop and validate a test of a psychological construct
  3. Apply knowledge of psychometric principles to evaluate the reliability, validity and other relevant features of psychological assessment processes and tests
  4. 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)
2 - Written Assessment
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
3 - Examination
1 - Online Quiz(zes)
2 - Written Assessment