Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit may use the SafeAssign tool in BlackBoard. SafeAssign is a text matching tool that assists students to develop the academic skills required to correctly use and cite reference material as well as to check citations and determine possible instances of plagiarism. You may be asked to use SafeAssign, in which case you will be expected to submit draft and final versions of one or more assignments and to answer a short online survey about the tool. If this is the case, your Unit Coordinator will provide detailed information on how the software will be used for individual assignments. The use of the tool is for educative purposes and is entirely voluntary.

Unit Rationale
The administration of standardised assessment instruments, the integration of test results with information from other methods such as interviewing and observation, and the interpretation of findings for the purposes of diagnosis and intervention are major activities for educational and developmental psychologists. This unit provides you with an opportunity for foundation study of principles and methods for assessing individual development and personal characteristics. Underlying this unit is the assumption that the purpose of assessment is to collect information which will be used to design interventions.

Aims

The aim of this unit is to provide you with a sound knowledge of the process of assessment including fundamental issues in psychometrics, evaluation of standardised tests, interpretation of assessment information, and professional issues in assessment. The complementary nature of methods such as interviewing, observation and testing is emphasised. You will be exposed to the wide range of assessment instruments used by educational and developmental psychologists. In addition to developing a sound framework of knowledge about assessment processes and practices, the unit aims to develop skills of a high order through the achievement of competency on one standardised instrument, the Wechsler intelligence Scale for Children - Fourth Edition (WISC-1V).

Objectives

On completion of this unit, you will be able to:

1. Demonstrate an understanding of the statistical concepts underpinning test construction;

2. Display an understanding of the assessment process including case formulation and hypothesis testing;

3. Demonstrate the capacity to administer, score and interpret the WISC-IV in a standardised manner;

4. Discuss a range of assessment tools and approaches that are useful in the work of educational and developmental psychologists, as well as those used in other areas of specialisation, in particular neuropsychology;

5. Express a clear understanding of the construct of intelligence that reflects current theoretical and empirical literature; and,

6. Display competence in communicating assessment results.


PROFESSIONAL ATTRIBUTES

Successful completion of this unit will enable you to achieve basic competence in:

1. Knowledge of the discipline including the theoretical foundations and processes in psychological assessment; (Outcomes 1-5)

2. Psychological assessment including proficiency in test administration and knowledge of a wide range of instruments used by educational and developmental psychologists; (Outcomes 2-4)

3. Capacity to evaluate research critically and communicate assessment information to others; (Outcomes 5 & 6) and,

4. Understanding of ethical, legal and professional issues that arise in relation to psychological assessment. (Outcome 4 & 6)


GRADUATE CAPABILITIES

Successful completion of this unit will contribute to your ability to:

1. Access and evaluate information relevant to psychological assessment; (Outcomes 1-5)

2. Use theoretical knowledge and research findings to understand assessment issues; (Outcomes 1, 3, 4 & 5)

3. Develop proficiency in assessment practices; (Outcomes 3) and,

4. Communicate effectively in both written and oral form with a wide range of audiences. (Outcome 6)

Content

This unit focuses on developing your understanding of the complex process of assessment in educational and developmental psychology. This process involves the initial stages of case formulation, choice of assessment methods, hypothesis testing, integration and interpretation of findings, communication of results to a range of audiences, and linking to appropriate interventions. You will be introduced to a range of standardised assessment instruments and you will be expected to develop a high level of proficiency in the standardised administration of the WISC-IV. Your skills in test interpretation and report writing will also be developed.

Approaches to Teaching and Learning

The unit comprises weekly four-hour seminars which include lectures, practical demonstrations, workshop activities, discussions of case study material. A weekend workshop will be held at the end of Week 2 to teach WISC-IV administration. Because the main aim is progressive development of clinical skills, attendance at all scheduled classes is essential.

Assessment

Assessment in this unit is both formative and summative. Formative assessment involves two in-class tests (worth 40% of the overall marks) and the development of proficiency on the WISC-IV through two individual administrations and two formal reviews of peer administrations (worth 60%). Summative assessment consists of test administration, peer reviews and short tests. Note that you must achieve satisfactory levels of competence on the second WISC-IV test administration in order to obtain a passing grade for this unit. If you fail the administration, you will be given a second opportunity to demonstrate a satisfactory level of competence. You must also achieve a passing mark on each of the two tests since they represent core knowledge that is essential for the practice of psychology. If you fail a test, you will be given the opportunity to re-sit it, this time in oral format with one of the lecturers.


Formative Assessment

You will receive constructive peer feedback on your first WISC-IV administration and, as the purpose is formative, no marks will be allocated to the actual taped administration, only to your self-evaluation. After each of the two short tests, you will participate in class discussions on the topics that were examined. In these ways, your skills will be developed progressively across the semester. You will have two opportunities to obtain satisfactory results on the second WISC-IV test administration.


Summative AssessmentThe feedback from formative assessment will enable you to develop your skills and knowledge progressively across the semester.

Assessment name: WISC-IV Test Admin & Reviews
Description: You are required to demonstrate your competence in administering and scoring the Wechsler Intelligence Scale for Children - Fourth Edition. The first administration will be videotaped and must not be edited. Only tapes of reasonable visual and auditory quality will be accepted. You must obtain a signed consent from the child's parent, using an attached form. Your tape must be accompanied by a scored record form and a written critique in which you identify administration errors or difficulties. No marks will be allocated for the videotaped administration as its purpose is formative.
In addition to preparing a written critique of your own administration, you will view and critique the WISC videotapes submitted by two of your peers using a checklist provided by the lecturers. Through the process of identifying administration errors made by yourself and others, your knowledge of the WISC-IV will be developed further. You must critique tapes independently of the administrator and the second reviewer, and a reasonable level of consistency in the errors identified is expected. Your mark out of 20 for these three reviews will be based on the accuracy of your reviews. You will be given practice in critiquing test administrations prior to completing these peer reviews.
Relates to objectives: 1 & 3
Weight: 20%
Internal or external: Both
Group or individual: Individual
Due date: Mid semester

Assessment name: WISC-IV Live Administration
Description: The second WISC-IV administration will be undertaken with one of the lecturers who will role-play a child participant. If your performance is judged to be unsatisfactory on the first occasion, you will be given a second opportunity to complete the task at a satisfactory level. In this instance, your performance will be marked out of 15. Note that the WISC-IV administration MUST be performed at a satisfactory level in order to pass this unit.
Relates to objectives: 1 & 3
Weight: 30%
Internal or external: Both
Group or individual: Individual
Due date: End of semester

Assessment name: Tests
Description: Across the semester, you will complete two short open-book tests during class time to assess your understanding of lecture material. Each test is worth 20% of the overall marks. The focus will be on applying, interpreting and critiquing various concepts, principles and procedures in educational and developmental assessment. The test questions will form the basis for class discussion following each test. A passing mark is required on each test. If this is not achieved, a second opportunity will be given to demonstrate an adequate level of knowledge in an oral test with one of the lecturers. The result of this oral test will be no more than 10 marks out of 20.
Relates to objectives: 1, 2, 3, 4, 5, & 6
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: During semester

Assessment name: Test Review
Description: In small groups you will be allocated a set of test instruments to review. Towards the end of semester, you will present information about these tests to the class. Your presentation will be marked out of 10.
Relates to objectives: 1-6
Weight: 10%
Internal or external: Both
Group or individual: Group
Due date: Near end of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Set texts:

Sattler, J. M. (2008). Assessment of children: Cognitive applications (45th ed.). San Diego: Jerome M. Sattler.

Sattler, J. M. (2006). Assessment of children: Behavioral and clinical applications (54th ed.). San Diego: Jerome M. Sattler.

Other resources:

Specific readings for weekly lecture topics will be recommended by the lecturers.

Risk assessment statement

You must obtain informed consent from the parents of children who are tested, using the permission form that will be provided. It is a requirement that identifying details, such as names, are concealed. You should consult with the Unit Coordinator if ethical issues arise during or following test administration. Workplace health and safety protocols in the use of computers will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 12-Dec-2012