COURSE INTRODUCTION AND APPLICATION INFORMATION


CLICK HERE FOR THE COURSE SYLLABUS

Course Name
Test Construction in Psychology
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 401
Fall/Spring
4
2
3
6
Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Course Coordinator -
Course Lecturer(s) -
Assistant(s) -
Course Objectives -To introduce item analysis in test construction. -To introduce some of the tests (intelligence, personality, projective) used in different fields and to inform students about measurement principals and problems. -To gain information and skill about test construction processes.
Learning Outcomes The students who succeeded in this course;
  • Learn about various psychological tests used in different fields of psychology and evaluate the psychometric properties of tests and scales.
  • Learn about the necessary properties of tests and administrations.
  • Perform simple test adaptation studies by the aid of item analysis.
  • Learn about the processes of psychological measurement scale development and plan this process to develop a simple psychological scale for research purposes.
Course Content This course is arranged to inform students about various psychological tests used in different fields of psychology and to practice them by experiencing a test construction process.

 



Course Category

Core Courses
X
Major Area Courses
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Overview of the course content, to give information about the practices that will be done during the term. “PSY 302 Psychometry” course notes.
2 Norming and Interpreting "Individual General Ability Test- IGAT"Quiz (PSY 302) Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
3 Norming and Interpreting "Individual General Ability Test- IGAT" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
4 Norming and Interpreting "Individual General Ability Test- IGAT" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
5 Item Analysis "Psychology Achievement Test- PAT" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
6 Item Analysis "Psychology Achievement Test- PAT" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
7 Item Analysis "Psychology Achievement Test- PAT" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
8 Midterm
9 Internal Consistency & Factor Analysis "Likert Scale" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
10 Internal Consistency & Factor Analysis "Likert Scale" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
11 Internal Consistency & Factor Analysis "Likert Scale" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
12 Internal Consistency & Factor Analysis "Likert Scale" Condon, M. E., HollisSawyer L. A. ve Thornton G. C. (2002). Exercises in Psychological Testing. Boston: Allyn & Bacon (Pearson Education Edition).
13 Presentation
14 Presentation
15 Review of the Semester  
16 Review of the Semester  
Course Textbooks Book chapters and power point presentations
References SPSS programı Erkuş, A. (2003). Psikometri Üzerine Yazılar. Türk Psikologlar Derneği Yayınları. Ankara. Hovardaoğlu, S. (2000). Davranış Bilimleri için Araştırma Teknikleri. VeGa Yayınları. Ankara. Kline, P. (1991). Intelligence: The Psychometric View (Chapter 2Factor Analysis). Routledge. London. Murphy, K. R. ve Davidshofer, C. O. (2005). Psychological Testing: Principles and Applications. Pearson Education International. New Jersey.

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
Laboratory / Application
Field Work
Quizzes / Studio Critiques
1
5
Homework / Assignments
Presentation / Jury
1
25
Project
2
20
Seminar / Workshop
Portfolios
Midterms / Oral Exams
1
20
Final / Oral Exam
1
30
Total

Contribution of Semester Work to Final Grade
4
70
Contribution of Final Work to Final Grade
1
30
Total

ECTS / WORKLOAD TABLE

Activities Number Duration (Hours) Workload
Course Hours
Including exam week: 16 x total hours
16
4
64
Laboratory / Application Hours
Including exam week: 16 x total hours
16
Study Hours Out of Class
16
2
Field Work
Quizzes / Studio Critiques
1
7
Homework / Assignments
Presentation / Jury
1
10
Project
2
10
Seminar / Workshop
Portfolios
Midterms / Oral Exams
1
15
Final / Oral Exam
1
20
    Total
168

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Qualifications / Outcomes
* Level of Contribution
1
2
3
4
5
1 To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods X
2 To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. X
3 Ability to make use of theoretical and applied knowledge in local and global levels. X
4 To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge X
5 To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data X
6 To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes X
7 To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations X
8 The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills X
9 To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. X
10 Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems X
11 To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest