Psychological Assessment

Code:

P509

Acronym:

AP 1

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2013/2014 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	135	Official Curricular Structure	3	-	6	54	162

Teaching language

Portuguese

Objectives

 

The course of Psychological Assessment (I) has as main objective to promote the development of knowledge and skills in the field of evaluation and its application in different areas of psychology. 

 

Learning outcomes and competences

Specific goals

know the historical context of the evaluation in psychology

understand the key features and evaluation techniques in psychology

know the process of construction and validation of measures in Psychology

To understand the statistical procedures used in psychometrics 

Know the main theories of intelligence and its measurement

know the different evaluation contexts in Psychology

developing skills of application of evaluation interviews, behavioral observation and psychometric tests

Developing skills of interpreting and reporting findings from psychological tests

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

NA

Program

 

1. Fundamentals of psychological assessment

 

1.1. The historical context of psychological assessment

 

1.2. Fundamental concepts in psychological assessment and psychometrics

 

1.3. Types of measure

 

 

 

2. Construction and validation of psychological tests

 

2.1. Scale types.

 

2.2. Construction and analysis of items

 

2.3. Sensitivity and reliability

 

2.4. Internal consistency and Cronbach's alpha

 

2.5. Criterion validity and construct validity of

 

2.6. Standardization of results

 

4. Measures of psychological assessment

 

5.1. Interviews and questionnaires in Clinical Psychology:

5.1.1. STAI e STAIC – State-Trace Anxiety Inventory (Spielberger)

5.1.2. SCL-90 – Symptom Checklist and BSI - Brief Symptom Inventory (Derogatis)

5.1.3. BAI (Beck Anxiety Inventory) and BDI (Beck Depression Inventory)

5.1.4. EPQ (Eysenck’s Personality Questionnaire)

5.1.5. ADIS

 

 

5.2. Inteligence tests

5.2.1. WISC – Wechsler Intelligence Scale for Children

5.2.2. WAIS – Wechsler Adults Intelligence Scale

 

6. Ethical and professional aspects in psychological assessment

6.1. Data protection, confidentiality and obtaining consent

6.2. Using the measures

6.3. Selection and adaptation of the measures

6.4. Data analysis, conclusions and communication of results.  

 

7. The Psychological Report

7.1. Technical aspects of writing, guidelines and technical care in the preparation of written

7.2. Form and content

Mandatory literature

Almeida, L., & Freire, T. ; Almeida, L., & Freire, T. (2007). Metodologia da investigação em psicologia e educação (4ª ed.). Braga: Psiquilibrios.
Anastasi, A. ; Anastasi, A. (1985). Psychological Testing. (4th Ed.). New York: MacMillan
Coaley, K.; Coaley, K. (2010). An introduction to psychological assessment and psychometrics. London: Sage Publications. . (2010). An introduction to psychological assessment and psychometrics. London: Sage Publications.
Goldfinger, K. & Pomerantz, A.M; Goldfinger, K. & Pomerantz, A.M. (2010). Psychological assessment and report writing. London: Sage Publications.
Goldstein & Hersen; Goldstein & Hersen (Eds.) (2000). Handbook of Psychological Assessment. (3rd Ed.).New York: Pergamon Press.
Groth-Marnat, G. ; Groth-Marnat, G. (2003). Handbook of psychological assessment (4th ed.). New York: John Wiley & Sons.
Kline, P.; Kline, P. (1993). The handbook of psychological testing. London: Routledge.
Sternberg, R. J.; Sternberg, R. J. (2000). Handbook of Intelligence. Cambridge: Cambridge

Teaching methods and learning activities

 

The classes will have a theoretical component of 2 hours per week and a practical component of 1.5 hours per week. The theoretical component will address systematically the main contents of the curriculum. The practical component will be devoted to reading and text analysis, development of assessment skills in psychology (in the classroom).

 

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	50,00
Trabalho escrito	50,00
Total:	100,00

Eligibility for exams

 

Distributed evaluation without final exam

 

 

The evaluation will include a practical component (CP) and a theoretical component (CT).  The practical component (CP) is 50% of the final grade in the course and will be evaluated through group work:

 

Written report of a WAIS or WISC, including quotation, drawing up the profile and conclusions.

 

The theoretical component (CT) is 50% of the final grade in the course and will be evaluated through a written test

 

Calculation formula of final grade

FINAL =GRADE  (CP* 0.50) + (CT* 0.50)

 

Examinations or Special Assignments

NA

Internship work/project

NA

Special assessment (TE, DA, ...)

NA

Observations

 

Basic Bibliography

 

Almeida, L., & Freire, T. (2007). Metodologia da investigação em psicologia e educação (4ª ed.). Braga: Psiquilibrios.

 

 

 

Anastasi, A. (1985). Psychological Testing. (4th Ed.). New York: MacMillan

 

Publishing Co. Inc.

 

 

 

Coaley, K. (2010). An introduction to psychological assessment and psychometrics. London: Sage Publications.

 

 

 

Goldfinger, K. & Pomerantz, A.M. (2010). Psychological assessment and report writing. London: Sage Publications.

 

 

 

Goldstein & Hersen (Eds.) (2000). Handbook of Psychological Assessment. (3rd Ed.).New York: Pergamon Press.

 

 

 

Groth-Marnat, G. (2003). Handbook of psychological assessment (4th ed.). New York: John Wiley & Sons.

 

 

 

Kaufman, A. S. (1990). Assessing Adolescent and Adult Intelligence. Boston:

 

Allyn and Bacon.

 

 

 

Kline, P. (1993). The handbook of psychological testing. London: Routledge.

 

 

 

Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications (5th ed.). New Jersey: Prentice Hall.

 

 

 

Sternberg, R. J. (2000). Handbook of Intelligence. Cambridge: Cambridge

 

University Press.

 

 

 

 

 

Detailed Bibliography

 

 

 

Kaufman, A. S. & Lichtenberger, E. O. (2000).Essentials of WAIS-III

 

Assessment. New York: John Wiley & Sons.

 

 

 

Kaufman, A. S. & Lichtenberger, E. O. (2000).Essentials of WISC-III And

 

WPPSIi-R Assessment. New York: John Wiley & Sons.

 

 

 

Cronbach, L. J. (1970). Essentials Of Psychological Testing. (3rd Ed.). New York:

 

Harper & Row, Publishers.

 

 

 

Golden, C., Sawicki, R. & Franzen, M. (1990) Test Construction. In

 

Goldstein &Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.).New

 

York: Pergamon Press.

 

 

 

Goldstein, G. & Hersen, M. (1990).Historical Perspectives. In Goldstein &

 

Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.).New York: Pergamon

 

Press.

 

 

 

Wittenborn, J. (1991). Psychological Assessment In Treatment. In G. Goldstein

 

& M. Hersen (Ed.).Handbook of Psychological Assessment. New York: Pergamon

 

Press.

 

 

 

Almeida, L. (1988). Teorias de Inteligência. (2ª Ed.). Porto: Jornal De Psicologia

 

 

 

Anastasi, A. & Urbina, S. (2000) Testagem Psicológica (7ª Ed.). Porto Alegre:

 

Artes Médicas.

 

 

 

Davidson, J. E. & Downing, C. L. (2000). Contemporary Models ofIntelligence.In R. J. Sternberg (Ed.), Handbook Of Intelligence. Cambridge:Cambridge University Press.

 

 

 

Golden, C. J., Sawicki, R. F. & Franzen, M. D. (1991). Test Construction. In

 

G. Goldstein & M. Hersen (Ed.) Handbook of Psychological Assessment. (2nd Ed.).

 

New York: Pergamon Press.

 

 

 

Kaufman, A. S. (2000). Tests Of Intelligence. In R. J. Sternberg (Ed.), Handbook of

 

Intelligence. Cambridge: Cambridge University Press.

 

 

 

Mayer, J. D., Salovey, P. & Caruso, D. (2000). Models of Emotional

 

Intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence. Cambridge:

 

Cambridge University Press.