Ursuline College Accelerated Program

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1 Ursuline College Accelerated Program CRITICAL INFORMATION! DO NOT SKIP THIS LINK BELOW... BEFORE PROCEEDING TO READ THE UCAP MODULE, YOU ARE EXPECTED TO READ AND ADHERE TO ALL UCAP POLICY INFORMATION CONTAINED ON THIS LINK BELOW CLICK HERE... Course Description PS 335 Psychological Testing 9/09 created by C. Edmonds PS 335 Psychological Testing (3) Theory, application, and administration of psychological tests; emphasis on basic procedure in clinical tests of intelligence and personality. Prerequisites: PS 101, MA 212. Course Objectives Knowledge: The student will learn basic psychometric theory including concepts involving reliability and validity of various tests. Attitude: The student will adopt a professional clinical attitude with regard to psychological assessment. Values: The student will learn to appreciate the vast array of assessment devices and their appropriate application to a variety of problems. Skills: The student will learn the basic administration and scoring in intelligence and personality tests. Materials This course module is designed as a guide for exploring and understanding psychological testing. Individual instructors may add, delete, or modify assignments as they see fit, while retaining the integrity of the course description and rigor of an upper division college course in the psychology curriculum.

2 Text: Cohen, R. J., & Swerdlik, M. E. (2010). Psychological Testing and Assessment: An Introduction to Tests and Measurement (7 th Ed.). McGraw-Hill Publishers. ISBN-13: Preparation and Assignments Students are responsible for the preparation of course material before each class, and are expected to actively participate in class discussions. Typically, there is a quiz at the beginning of every class, then we open the floor for discussion of the day s issues, revolving around the objectives for each chapter. Topics are also discussed with the idea that both sides of a position might have some merit and the application of your content knowledge and life s experiences is a useful exercise. Even if you believe that there is a clear position to take on a topic, try the opposing position as an intellectual exercise. Journal Entries For each class meeting, you are to write journal entries related to the day s topics. The project for journaling will be determined by your facilitator, but could include: -creating a test to identify applicants who would be successful UCAP students; -creating an intelligence test that is culture free / culture fair ; -creating a personality test that is non-verbal; or -something else specified by your facilitator For the journal project, address specific reading/discussion topics as you encounter them as you progress though the term. For example, how will statistics be used in your project; how will you determine reliability and validity (and the various types of each!); how will you develop the test, who will administer the test; etc.? Write these journal entries before coming to class and be prepared to talk about your project. Class meetings #2 and #3 are particularly relevant to the journal project. The relevance of classes #4 and #5 will depend upon the type of project your chose. Grading Criteria There are five quizzes, each worth 10% (5 x 10%) = 50% Journal entries 25% Class participation and contribution 25% %

3 CLASS #1 Topics Psychological Testing and Assessment Historical, Cultural and Legal/Ethical Considerations Statistics ASSIGNMENTS TO BE COMPLETED PRIOR TO CLASS #1 Read Chapters: 1. Psychological Testing and Assessment 2. Historical, Cultural and Legal/Ethical Considerations 3. Statistics Prepare: Notes related to discussion Activities. OBJECTIVES: Psychological Testing and Assessment 1. Understand what is meant by testing and measurement. 2. How are tests and assessments conducted? 3. Where are test and assessments typically conducted? 4. Know where to find information about testing and assessment instruments. Historical, Cultural and Legal/Ethical Considerations 1. Know the historical antecedents to modern testing and assessment. 2. What are the cultural issues in assessment? 3. What are the legal and ethical issues revolving around assessment? Statistics 1. Understand scales of measurement (nominal, ordinal, interval, ratio). 2. How can data be described (graphs, central tendency, measures of variability). 3. Be very familiar with the normal curve, standard scores. ACTIVITIES: 1. Overview of course and establish policies and procedures. 2. Quiz over chapters 1, 2, & 3 3. Instructor led discussion of issues related to chapter Student led discussion of objectives related to chapters 2 & 3. Each student should come to class prepared to lead five (5) topics from the objectives for each chapter. 5. Determine the class Journal Project

4 CLASS #2 Topics Tests and Testing Reliability Validity Test Development ASSIGNMENTS TO BE COMPLETED PRIOR TO CLASS #2 Read Chapters: 4. Tests and Testing 5. Reliability 6. Validity 8. Test Development Write: Journal entries related to reading assignment. Prepare: Notes related to discussion Activities. OBJECTIVES: Tests and Testing 1. Understand the assumptions about psychological testing and assessment. 2. Know what is meant by norm and the various types of norms. 3. Know the difference between fixed referenced and criterion referenced scoring. 4. Be familiar with types of correlations. Reliability 1. Know the meaning of reliability. 2. Understand errors related to reliability. 3. Know how to calculate and the uses of test-retest, alternate forms, parallel forms, split-half, and inter-rater reliability. 4. Know how to interpret reliability coefficients. 5. Understand standard error of measurement.. Validity 1. Know the definition of validity, and the various types of validity. 2. Understand bias and fairness. Test Development 1. Understand the background questions surrounding the development of a test. 2. Know how tests are constructed (scaling, item format, scoring, pilot, item analysis). 3. Know how to deal with guessing and biased items. 4. Know how tests are revised and the issues involved.

5 ACTIVITIES: 1. Quiz over chapters 4, 5, 6, & 8 2. Student led discussion of objectives related to chapters 4, 5, 6 & 8. Each student should come to class prepared to lead five (5) topics from the objectives for each chapter. 3. Project discussion from Journal entries 4. Collect Journal entries

6 CLASS #3 Topics Intelligence Testing & Measurement Intelligence Tests Preschool and Educational Assessment ASSIGNMENTS TO BE COMPLETED PRIOR TO CLASS #3 Read Chapters: 9. Intelligence Testing & Measurement 10. Intelligence Tests 11. Preschool and Educational Assessment Write: Journal entries related to reading assignment. Prepare: Notes related to discussion Activities. Research: Richard Herrnstein and Charles Murray (1994). The Bell Curve: Intelligence and Class Structure in American Life. This is a controversial book that became the lightening rod for public debate about the origins of intelligence and the implications of group differences in test performance. This is not an assignment to read the entire book, but rather to become conversant with the topics raised by the authors. Use your resources to learn about this book. Do learn more than just what the book jacket blurb offers. OBJECTIVES: Intelligence Testing & Measurement 1. Understand the various definitions of intelligence. 2. Know issues in intelligence (nature/nurture, stability/change). Intelligence Tests 1. Know the evolution of the development of the Stanford-Binet test. 2. Understand how the Stanford-Binet is administered, scored and interpreted. 3. Know the evolution of the development of the Wechsler test (WAIS). 4. Understand the types of items used on the Wechsler tests. 5. Know how the Wechsler tests are standardized and normed. 6. Understand the construction of the WISC (e.g., components). 7. Know how the WISC differs from the Stanford-Binet. 8. Be familiar with other tests of intelligence. Preschool and Educational Assessment 1. Be familiar with preschool assessment tools. 2. Know the difference between aptitude and achievement testing. 3. Know examples and applications of each type of test. 4. Know the difference between diagnostic and evaluative tests. 5. Understand the purpose of psycho-educational test batteries.

7 6. Be familiar with examples of the test batteries. 7. Know the meaning of theses terms: authentic assessment, performance assessment, portfolio assessment, peer appraisal. ACTIVITIES: 1. Quiz over chapters 9, 10 & Student led discussion of objectives related to chapters 9, 10 & 11. Each student should come to class prepared to lead five (5) topics from the objectives for each chapter. 3. Discuss The Bell Curve 4. Project discussion from Journal entries 5. Collect Journal entries

8 CLASS #4 Topics Personality Assessment Personality Assessment Methods Clinical and Counseling Assessment ASSIGNMENTS TO BE COMPLETED PRIOR TO CLASS #4 Read Chapters: 12. Personality Assessment 13. Personality Assessment Methods 14. Clinical and Counseling Assessment Write: Journal entries related to reading assignment. Prepare: Notes related to discussion Activities. OBJECTIVES: Personality Assessment 1. Understand how we define personality. 2. Understand the difference between personality traits, types, and states. 3. Know the meaning of the terms: halo effect, errors of central tendency, generosity error, severity error. 4. Know varieties of test response styles 5. Know what is meant by data reduction 6. Be familiar with the NEO PI-R. 7. Understand the meaning of criterion, criterion group, and empirical criterion keying. 8. Understand the development of the MMPI/MMPI-2. Personality Assessment Methods 1. Know the difference between objective and subjective (or projective) personality assessment. 2. Know the Rorschach projective test. 3. Know the TAT projective test. 4. Be familiar with the use of word association tests as projective tests. 5. Be familiar with the use of drawings tests and projective tests. 6. Understand the limitations and criticisms of projective tests. 7. Know how behavioral assessments occur, and examples of several. Clinical and Counseling Assessment 1. Know the difference between clinical and counseling psychology. 2. Know how the DSM-IV-TR is used in diagnosis. 3. Be familiar with various types of interviews. 4. Now how and why a mental status examination would take place. 5. Know what a culturally informed assessment is.

9 6. Be able to discuss several applications of clinical measures, such as the assessment of addictions, forensic assessment, custody evaluations, and child abuse or neglect. 7. Know the Barnum Effect. 8. Know the components of a psychological assessment report. 9. Know the difference between clinical prediction and mechanical prediction. ACTIVITIES: 1. Quiz over chapters 12, 13 & Student led discussion of objectives related to chapters12, 13 & 14. Each student should come to class prepared to lead five (5) topics from the objectives for each chapter. 3. Project discussion from Journal entries 4. Collect Journal entries

10 CLASS #5 Topics Neuropsychological Assessment Assessment, Careers and Business ASSIGNMENTS TO BE COMPLETED PRIOR TO CLASS #5 Read Chapters: 15. Neuropsychological Assessment 16. Assessment, Careers and Business Write: Journal entries related to reading assignment. Prepare: Notes related to discussion Activities. Research: The Myers-Briggs Type Indicator (MBTI). Be conversant in its development, its strengths and its weaknesses (e.g. reliability, validity, theoretical basis, etc.). In addition to a generic internet search engine, look to scholarly work through electronic databases such as PsycLit. Use exceptional critical thinking skills. OBJECTIVES: Neuropsychological Assessment 1. Know definitions of neurology, neuropsychology, neurological assessment. 2. Be familiar with various structures of the brain and their accompanying characteristics. 3. Be familiar with the technical names for types of sensory and motor deficits. 4. Know the difference between hard and soft signs in neurological assessments. 5. Know the difference between organic and functional deficits. 6. Know the components of the case history. 7. Know the use of the interview and physical examination in assessment. 8. Understand the difference between executive function, abstraction, general intellectual ability, perceptual/motor functions, memory tests, and verbal functioning. 9. Know the difference between a fixed and flexible test battery. 10. Be familiar with various neuropsychological assessments. Assessment, Careers and Business 1. Know various career related assessments. 2. Know various ability and aptitude assessments. 3. Know various types of personality tests. 4. Know the difference between screening, selection, classification, and placement.

11 5. Be familiar with other assessment goals in the workplace: cognitive ability, productivity, motivation, and attitude. 6. Understand how assessment is used in consumer psychology, attitude measurement, and motivational research. ACTIVITIES: 1. Quiz over chapters 15, & Student led discussion of objectives related to chapters 15, & 16. Each student should come to class prepared to lead five (5) topics from the objectives for each chapter. 3. Discuss the application of the Myers-Briggs Type Indicator (MBTI) in business and career selection. 4. Project discussion from Journal entries 5. Collect Journal entries 6. Course Evaluation.

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