| School/Faculty/Institute | Faculty of Education | ||||||
| Course Code | PCG 403 | ||||||
| Course Title in English | Psychological Testing | ||||||
| Course Title in Turkish | Psikolojik Testler | ||||||
| Language of Instruction | EN | ||||||
| Type of Course | Flipped Classroom | ||||||
| Level of Course | Advanced | ||||||
| Semester | Fall | ||||||
| Contact Hours per Week |
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| Estimated Student Workload | 125 hours per semester | ||||||
| Number of Credits | 5 ECTS | ||||||
| Grading Mode | Standard Letter Grade | ||||||
| Pre-requisites |
PCG 214 - Developmental Psychology II EDS 309 - Measurement and Evaluation |
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| Co-requisites | None | ||||||
| Expected Prior Knowledge | Developmental Psychology | ||||||
| Registration Restrictions | Only Undergraduate Students Only PCG Students | ||||||
| Overall Educational Objective | To review and critically evaluate the basics of psychological testing | ||||||
| Course Description | This course is an introduction to the theory of psychological testing and assessment. The history, principles, and current methods of psychological assessment will be reviewed with a focus on their applied use in counseling and/or psychological practice. Students will be exposed to selected psychological instruments to facilitate understanding of concepts such as basic relevant statistics, reliability, validity, and use of norms. The role of the psychological testing (construction, administration, and interpretation) will be reviewed, along with discussion of ethical practice. Students will also have opportunity to apply their learning to a desired psychological issue or special population. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) recognize the history, theory, and principles of psychological assessment; 2) identify the basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, etc.; 3) comprehend the role of psychological testing in research/practice; 4) understand the basic statistics underlying the use of standardized psychological tests 5) apply appropriate critiques and select and use psychological instruments 6) master the accepted practices for test construction and guidelines for responsible test use and interpretation 7) appreciate the influence of personal beliefs, emotion, and cultural differences on the use and interpretation of assessment data |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | |||||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | |||||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | |||||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | |||||||
| 5) Competence in vocational guidance and counseling practices. | |||||||
| 6) Understanding of human relations and interaction. | |||||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | |||||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | |||||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | |||||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | |||||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | |||||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | S | Exam |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | N | |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | H | Project |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | N | |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | H | Project |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | N | |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | S | Exam |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | EZGİ TOPLU DEMİRTAŞ , June 2018 |
| Course Coordinator | EZGİ TOPLU DEMİRTAŞ |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. VINCENT HENRY SIENKIEWICZ |
| Week | Subject |
| 1) | Welcome and Introductions |
| 2) | The role of theory and process |
| 3) | Psychoanalytic Theory |
| 4) | Adlerian Theory Topics |
| 5) | Person Centered Therapy |
| 6) | Existential Therapies |
| 7) | Gestalt Therapy |
| 8) | Behavioral Therapy |
| 9) | Cognitive Approaches |
| 10) | Family System Approaches |
| 11) | Solution Focused Therapy |
| 12) | Narrative Therapy |
| 13) | 3rd Wave Approaches: Mindfulness based Therapies |
| 14) | Review of the Semester |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Course Book Gregory, R. J. (2015). Psychological testing: History, principles, and applications (7th ed.). Boston, MA: Pearson | ||||||||||||||||||
| Teaching Methods | Required readings to be completed prior to class Lecture on the required readings Presentations: small group and video Discussion and questions Activities to enhance learning Summary | ||||||||||||||||||
| Homework and Projects | Class Assignments At various points in the semester, students will be given brief assignments designed to reinforce class content (e.g., critique of online tests, personality profile of a famous person). Details of these assignments will be available via the Blackboard website and will be discussed in class. Research Projects Students will construct and describe an appropriate assessment process for a chosen population of interest (children, young adults, adults, elderly) or desired clinical issue (e.g., depression, emotion regulation, positive psychology constructs, dating violence, dating infidelity). They will choose at least one psychological test instrument and provide information on its reliability and validity and how they will incorporate this instrument in the assessment process. Details of these assignments will be available via the Blackboard website and will be discussed in class. | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
demirtase@mef.edu.tr Office: 5th floor Office Hours: by appointment |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 1 | 15 | 15 | ||||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Total Workload | 125 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||