| 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 | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to introduce some tests (intelligence, personality, projective) used in different fields, and item analysis used in test development to the students, to inform students about various measurement principles and problems in test development steps and to provide students with knowledge and skills about test development processes. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course is designed to inform students about various psychological tests used in different fields of psychology and to provide them an experience by a test construction process. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | X | |
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Overview of the course content, to give information about the practices that will be done during the term | |
| 2 | Norming and Interpreting "Individual General Ability Test- IGAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 2; pp. 19-55) |
| 3 | Norming and Interpreting "Individual General Ability Test- IGAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 2; pp. 19-55) |
| 4 | Norming and Interpreting "Individual General Ability Test- IGAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 2; pp. 19-55) |
| 5 | Item Analysis "Psychology Achievement Test- PAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 3; pp. 181-193) |
| 6 | Item Analysis "Psychology Achievement Test- PAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 3; pp. 181-193) |
| 7 | Item Analysis "Psychology Achievement Test- PAT" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 3; pp. 181-193) |
| 8 | Midterm | |
| 9 | Internal Consistency & Factor Analysis "Likert Scale" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 3; pp. 181-193) |
| 10 | Internal Consistency & Factor Analysis "Likert Scale" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 4; pp. 281-297) |
| 11 | Internal Consistency & Factor Analysis "Likert Scale" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 4; pp. 281-297) |
| 12 | Internal Consistency & Factor Analysis "Likert Scale" | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing. Pearson Education. (Chapter 4; pp. 281-297) |
| 13 | Student presentations | |
| 14 | Student presentations | |
| 15 | Overview of the semester | |
| 16 | Final exam |
| Course Notes/Textbooks | Hollis-Sawyer, L., Thornton, G. C., & Condon, M. E. (2009). Exercises in Psychological Testing (2nd ed.). Pearson Education. ISBN: 9780205609895 |
| Suggested Readings/Materials | Erkuş, A. (2003). Psikometri Üzerine Yazılar. Türk Psikologlar Derneği Yayınları. Ankara. ISBN: 975-6761-04-0 |
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 1 | 5 |
| Portfolio | ||
| Homework / Assignments | 1 | 20 |
| Presentation / Jury | ||
| Project | 1 | 25 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 13 | 2 | 26 |
| Field Work | |||
| Quizzes / Studio Critiques | 1 | 12 | |
| Portfolio | |||
| Homework / Assignments | 1 | 20 | |
| Presentation / Jury | |||
| Project | 1 | 24 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 20 | |
| Final Exams | 1 | 30 | |
| Total | 180 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | X | ||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | |||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | X | ||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | X | ||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | |||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | X | ||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
