Psychological Tests

This subject has the following teaching availabilities in 2016:

170 hours

This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Psychological tests and testing in educational settings are considered from functional and contextual viewpoints, with emphasis on usage of test results. Test construction and psychometric issues, links between theory and measure, reporting and ethics, are covered through examining specific tests. Hands-on practice with mainstream tests (intelligence, development and personality) is used as the primary vehicle for learning.

On completion of this subject students will be able to:

• describe and use a variety of psychological assessment methods, including interviews, direct observation, psychometric tests and other diagnostic tools related to the assessment of children and adolescents;

• select and evaluate appropriate assessment instruments for particular presenting problems and relevant to the referral question;

• integrate diverse sources of psychological data for diagnostic and assessment purposes in the process of clinical decision-making and case formulation;

• formulate, construct and write a psychological report;

• provide feedback based on test results;

• demonstrate an understanding of the ethical and professional issues involved in the process of psychological assessment and reporting;

• demonstrate cultural sensitivity in the process of clinical and psychological assessment;

• administer a variety of standardized, manualized and other tests relevant to Educational and Developmental settings, including Wechsler tests, Non-verbal IQ tests, developmental scales, tests of specific functioning, personality tests and tests of mental health.

Written assignments totalling not more than 4,000 - 5,000 words (80%) and two practical hurdle requirements (20%).

• Written assignment 1 – mid semester (40%)
• Written assignment 2 – end of semester (40%)
• Hurdle part A – mid semester (10%)
• Hurdle part B – end of semester (10%)

A minimum pass grade is required in all assessment tasks.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Kaplan, R.M., & Saccuzzo, D.P. (2008). Psychological Testing: Principles, Applications, and Issues (Seventh Edition). CA: Thomson/Wadsworth

Flanagan, D.P., & Kaufman, A.S. (2009). Essentials of WISC-IV Assessment (Second Edition). New Jersey: Wiley. ISBN: 978-0-470-18915-3

Sattler, Jerome M. (2008) Assessment of Children: Cognitive Foundations (Fifth Edition) and, Resource Guide to Accompany Assessment of Children: Cognitive Foundations. Jerome M Sattler Publisher. ISBN: 978-0-9702671-6-0

This subject is not available as a breadth subject.