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 SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

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 - 2022

Term 2 - 2022 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

This information will not be available until 8 weeks before term.
To see assessment details from an earlier availability, please search via a previous term.

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

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 48.78% response rate.

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: 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
Alternative textbook options have been explored and one potential option has been identified. However, given that CQUniversity is moving away from textbooks, the development of an e-Reading list for this unit will be explored.
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
The quiz questions were re-written so that they were drawn from the lecture content, not the textbook. This meant that the questions specifically assessed the knowledge and skills taught in lectures, rather than potentially peripheral and/or irrelevant content in the textbook.
Source: Student feedback via 'Have Your Say' survey and on discussion forums.
Feedback
Students requested that the topics/questions for the Long-Answer Questions (Written Assessment) be released earlier so that they could better plan their assessment priorities across the term.
Recommendation
Release the topics/questions for the Long-Answer Questions (Written Assessment) earlier in the term.
Action Taken
Nil.
Source: Student feedback via 'Have Your Say' survey and in class.
Feedback
Students requested that information and resources for the Long-Answer Questions (Written Assessment) and Oral Presentation be provided earlier in the term in a way that is more readily accessible (i.e. rather than clarifying information provided on the Moodle forum, which can be difficult to navigate).
Recommendation
Develop an information pack for the Written Assessment and Oral Presentation that expands on the current information, includes examples from past students and a video explainer of the task and its expectations. Provide this information as early as possible in the term directly within the Assessment tile in Moodle.
Action Taken
Nil.
Source: Student feedback and personal observations.
Feedback
Several students had difficulty with the technological requirements of the Oral Presentation (e.g., using video-recording technology, condensing video files for uploading to Moodle).
Recommendation
Within the Oral Presentation information pack, include clear step-by-step instructions and advice on how to record their presentation within Zoom and how to use Camtasia (or similar) to condense the file to upload into Moodle.
Action Taken
Nil.
Source: Student feedback via email, in class and in the 'Have Your Say' survey.
Feedback
Students indicated that they enjoyed the applied focus and learning opportunities provided by the Oral Presentation task, which involved a role play. However, several students indicated that they found it difficult to find a person to conduct the role play with.
Recommendation
Continue to offer the oral presentation as an assessment task but use Moodle (or other suitable technology) to allow students to form small groups early in the term. This will enable students to work together to practice the task and develop their final submission.
Action Taken
Nil.
Unit learning Outcomes
This information will not be available until 8 weeks before term.
To see Learning Outcomes from an earlier availability, please search via a previous term.