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Course outline_Uses and Interpretation of Tests_Spring 2020(1)

The course 'Uses and Interpretation of Tests' focuses on understanding psychological testing principles, including test types, psychometric properties, and ethical considerations. Students will learn to administer, interpret, and develop tests for various psychological phenomena, with assessments including tests, assignments, and a group project. The teaching approach emphasizes interactive learning and critical thinking, with a structured outline covering topics from test construction to psychometric evaluation.

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8 views

Course outline_Uses and Interpretation of Tests_Spring 2020(1)

The course 'Uses and Interpretation of Tests' focuses on understanding psychological testing principles, including test types, psychometric properties, and ethical considerations. Students will learn to administer, interpret, and develop tests for various psychological phenomena, with assessments including tests, assignments, and a group project. The teaching approach emphasizes interactive learning and critical thinking, with a structured outline covering topics from test construction to psychometric evaluation.

Uploaded by

samreenhina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Course Code: Py-

Course: Uses and Interpretation of Tests


Credit Hours: 3
Instructor: Dr. Humaira Jami

Course Description

Emphasis is on understanding basic principles of use and interpretation of tests measuring


psychological phenomenon like intelligence, personality, achievement, aptitude, etc. promote
understanding about use of psychometric properties like reliability, validity, norms, etc. to
give strength in interpretation of the test. Aim is to learn about qualities of the test that must
be taken into consideration while developing a good test, deliberate upon its use, and logical
interpretation in theoretical context.

Course Objectives
The goal of this course is to provide a comprehensive introduction to psychological testing,
its use in various settings, and interpretation. They should be able to establish link between
underlying theory and the content of the test. By the end of the semester, students should be
able to make decision that which measure is the most suitable for testing and assessment of a
given psychological phenomenon. They should be able to administer, interpret, and assess
psychological phenomenon with the measures available along with the capability to develop
and adapt relevant tests.
Distribution of Sessional Marks
Total 100 (will be reduced to 50)
Test 1 25 marks
Test 2 25 marks
Assignment (Self-Profiling) 30 marks
Group Project “WHY of the Test” 20 marks

Course Outline

Weeks Topics to be taught Assignment/ Tests


Dates
Unit 1 Nature, Types, and Use of Tests Last class in 4th week
(1-4 weeks) Nature of the Test
Definition
Criterion vs. Norm Reference Tests
Group vs. Individual Tests
Power vs. Speed Tests
Assumptions about Psychological Testing
Assessment of people with disabilities
Computerized Assessment
Factors Influencing Use and Interpretation
Ethical and Legal Issues in Testing
Role of Culture
Test Bias
Unit 2 Use and Interpretation of Tests Last class in 7th week
(5-7 weeks) Intelligence (IQ and Emotional)
Personality (Objective, Projective, and
Behavioural
Assessment)
Achievement
Aptitude
Interest
Attitude
Neuropsychological
Psycho-diagnostic Tests (Clinical and
Counseling)
Assessment in Industrial and Organizational
Settings
Assessment Self-Profiling (Submission)
Unit 3 Scoring and Interpretation Last class in 11th week
(8-11 weeks) Test construction
Scaling methods
Basic Statistics
Scoring methods
Norms

Assessment Test 1 (Unit 1 and 4)


Unit 4 Role of Psychometrics in Interpretation Last class 14th Week
(12-14 Reliability (Classical theory)
weeks) Validity
Item Response Theory
Errors and Biases

Assessment Test 2 (Unit 4)


Assessment Group Project “WHY of the Test” (14-16 weeks)

Reading Material
Text books:

Cohen, R. J., & Swerdlik, M. E. (2010). Psychological testing and assessment (7th
ed.). The McGraw-Hill.

Gregory, R. J. (2015). Psychological Testing (7th ed.). Pearson.

Pocket Guide

DeVellis, R. F. (2012). Scale development: Theory and application. Sage.

Statistical Guide
Price, L. R. (2017). Psychometric methods: Theory into practice. The Guilford Press.
Teaching Plan

Teaching will be interactive and activity based. Purpose is to involve students in


critical thinking and analyzing existing information to reach at logical conclusions and
solutions. Lectures will be planned with specific learning goals and objectives and activities
will be planned to achieve those objectives. Assessment/evaluation of students’ learning will
also be gauged according to main objectives of the lecture. After each lecture, students will
be requested to give feedback either the learning objective was achieved or not. Hence,
backward method for teaching will be used i.e., objectives/goals will be planned first and
then teaching and activities will revolve to achieve those goals.

Visual Auditory Reading and Kinaesthetic (VARK) strategies will be used for
teaching purpose, which are evenly distributed in course outline. It is expected that learning
skills will gradually move from understanding and recognising the content to critical
thinking/analysis and synthesis ability among students.

Sessional Examination

Tests

It will be conducted by the end of Unit 3 and 4. It will be based on short question answers
(max 5 marks) or MCQs. Learning objectives are to check reproduction, understanding,
recognition, and analysis of the content taught.

Self-Profiling

Recommended tests will be self-administered (or with the help of friend where needed),
scored, and interpreted, separately. Write a qualitative report of each test. Summarise as self-
profile highlighting personal:

• Strengths (physical, cognitive, emotional, social, behavioural)


• Weaknesses (physical, cognitive, emotional, social, behavioural)
• Fill a Johari window: Relate how much testing relates to your actual qualities that (a)
you know and other also know (b) you know but others do not know (c) others say but
you don’t know (d) eye-opening that neither you nor other know neither (blind spot).
• Suspected mental health problems
• Future prospects/areas in personal growth and excellence

Evaluation: Marking is relative. How much detailed and comprehensive profile according
to the scoring and interpretation protocol of each test was prepared by covering above
points. Refer to the respective test from which point was taken. Creativity in preparing
profile will be given importance.

Tests to be attached in appendices.

Tests

RPM or Slosson Intelligence Scale

Emotional Quotient Inventory

Rotters Incomplete Sentence Blank

Neo-Personality Inventory

Edwards Personal Preference Sheet

Personality Disorders Inventory

Cross-cutting Symptoms Scale

Attitude towards any minority/phenomenon

Hollands Interest Inventory

Stroop Test

WHO-Quality of Life

Cyberbullyig/victimization Scale
Workplace deviance or Harassment

Group Project

Class will be divided into groups of 3 students each. Groups will be required to prepare
assignment and deliver presentation on chosen measurement category for test development.
Major emphasis should be on:

1. Introduce domain of test developed and underlying theory that was followed for the
test development?
2. Why and which type of the test was developed and why that particular theory was
chosen among other competing theories for test development?
3. What are the nature and types of existing measures in that domain, and to which
parameters of existing measure your developed test relates to and why?
4. What process of test development was undertaken and why?
5. Type of scaling and scoring method chosen and why?
6. How developed test is administered, scored and interpreted. Why you preferred that
particular method over other?
7. Which sources of error you anticipate and why?
8. How psychometric properties (reliability and validity) of the developed test was
established, rationalize why you have chosen those?
9. Which types of norms or standard scores you anticipate to establish in future for your
developed test and why?
10. In which setting your developed test can be used and why?
Content must be divided among group members that should be reflected in assignment and
group presentations, individually for evaluation purpose.
Evaluation: Assignment and presentation (30 min.). Details will be provided later.

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