Fort Lewis College
Psychology 342 - Psychological Testing
Winter 2008
Dr. Beverly Chew
284 Education & Business Hall
Phone: 970-247-7512
Email: chew_b@fortlewis.edu
Office Hrs: Posted on door, website, and by appointment
Course website: http://faculty.fortlewis.edu/chew_b
Moodle site: http://moodle.fortlewis.edu
Course Syllabus
Psychology 324 presents historical, theoretical, methodological, and ethical perspectives on the testing and assessment
of human intelligence, personality and behavior. The prerequisites for the course are Introductory Psychology, Basic
Statistics, and Personality Psychology. If you do not have all of these prerequisite courses, you will be asked to withdraw
from the course. While not required prerequisites, freshman and sophomore composition classes are strongly
recommended preparation for this course. If you did not complete one of both of these classes here at FLC, please
arrange to talk with me as soon as possible.
Course Goals: The intent of the course is to introduce you to contemporary measurement issues and to the development
and application of commonly used psychological tests and assessments. With this background, you will be able to
critically evaluate the use of such tools in your own life, in the clinical and experimental literature you encounter in other
courses, and in the applications you observe in internship and practicum settings. The course also covers basic principles
involved in test construction so, should you need to design or critique a psychological test, you will be aware of the
requirements of demonstrated reliability and validity. The last month of the course gives you the opportunity to apply what
you have learned to the evaluation of an existing test/assessment from your own area(s) of interest. You will be grouped
with other students with similar interests and asked, as a group, to make an oral presentation to the class. Your major
paper for the class will be a scholarly analysis and critique of your chosen instrument.
Course Format & Expectations: This class will be conducted via both lectures and discussions/demonstrations. We do not
have a traditional textbook for the class. I will use lectures to present key concepts. Together, we will use workbook
assignments to clarify and explore these ideas. BRING BOTH WORKBOOKS TO CLASS EVERY DAY. I expect you to
come to each class having completed all assigned readings and exercises and being ready to discuss and apply the
material. Such preparation means that as you read and think about course material, you should be making notes about
the questions, ideas, confusions, and disagreements that come to mind. This course introduces a large vocabulary and
covers wide conceptual grounds. You should expect to spend at least three hours on the material outside of class for
every hour we meet together.
I will assign numerous exercises from our workbooks as homework and/or as part of class activities. You are expected to
organize these assignments, along with your class lecture notes, quiz results, etc. into a 3-ring binder organized by the
lecture topics. In essence, you will be building your own “textbook” in this way.
A calculator will be necessary for some assignments and exams. For larger datasets, we will use computer statistics
software for data analysis (Windows SPSS). If you were not introduced to a computer statistics package as part of your
basic statistics course, you will need to arrange to learn a program.
Due to the format of this course, you must attend all classes and participate actively in class. Failure to do so will lower
your grade. If you miss a class because of an emergency, leave me a voice-mail message about the absence prior to the
start of class. If you miss a class, you are responsible for talking with another student to catch up. Do not email me or stop
by my office to ask what you missed without first contacting a student colleague and doing everything you can to catch up
on your own. You are allowed two class absences during the semester before your grade is affected. Being more than 2
minutes late to class counts as a complete absence. No make-up in-class activities, quizzes or exams will be scheduled,
and they will receive a grade of 0. Late assignments of any type will receive also grade of zero, however, you may ask for
feedback on the late assignment. Failure to submit required but ungraded assignments will lower your attendance grade.
No exceptions. No final grades of Incomplete will be given in this course.
The last day on which you may withdraw from the course with a "W" grade rather than an "F" is Tuesday,
February 12, 2008.
A tentative schedule of class activities is attached at end of this document.
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Dr. B. Chew
Academic Honesty (applies to all work submitted under your name)
Any form of academic cheating or plagiarism will result in written referral to the Vice President for Academic Affairs, and,
at the instructor's discretion, either a grade of 0 for the assignment in question or a grade of F for the entire course. As
defined by the Instructor's Guide for the FLC Writing program (Smith & Spear, 1997):
Plagiarism occurs when a writer uses the ideas and/or language of another writer without revealing
the source of the material, leading the reader to believe the work is original. The only time it is
permissible to use another writer's ideas without formal citation is when the idea can be considered
"common knowledge" and not something solely attributable to a particular writer. The definition of
plagiarism covers both the use of printed sources (textbooks, library materials, internet sources, etc.)
and other student's work. [Psychology 342] encourages students to work together to develop ideas,
to revise, and to edit their writing, but plagiarism occurs when students go beyond collaboration to
cheating. Plagiarism includes turning in a paper [or any other type of assignment including
homework exercises, quizzes, or exams ] written by another student. Plagiarism is the most serious
academic offense one can commit because of the dishonesty inherent in claiming the intellectual
property of someone else as one's own. (p. 40)
Accommodations
If you need course adaptations or accommodations because of a disability, have emergency medical information to share,
or need special arrangements in case the building must be evacuated, please make an appointment with me as soon as
possible to discuss these needs. You may also wish to make an appointment with staff in the Disabilities Services Office
which is located in 280 Noble Hall, 247-7459.
Required Texts (to purchase)
Cohen, R.J. (2005). Exercises in psychological testing and assessment (6th ed.). Mountain View, CA: Mayfield Publishing.
(Workbook)
(Cohen website: www.mhhe.com/cohentesting6
Silverlake, A.C. (1999). Comprehending test manuals: A guide and workbook. Los Angeles, CA: Pyrczak Publishing.
Other required texts (brief journal articles generally) will be available via Moodle and/or handed out in class.
Recommended Texts
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.).
Washington, DC: American Psychological Association.
Witte, R.S. and Witte, J.S. (2007). Statistics (8th ed.). New York: Harcourt Brace. (or any earlier edition)
Course Grading
Attendance
5%
In-class assignments
10%
(two absences allowed)
Homework
30%
(includes workbook exercises & MMY exercises)
Personality Case report
5%
April 17
Topic Quizzes (8)
30%
(3.75% each)
RMPAA panel presentation
(includes outline, abstract, speaker bios)
10%
April 10, 15, or 17
Assessment critique essay
10%
April 3
Psych 342 - Winter 2008
Dr. B. Chew
3
Homework and In-class assignments
Most class sessions will include three components: lecture presentation of key concepts, in-class exercises to practice
using the concepts, homework assignments for deeper understanding of the issues and concepts.
In-class exercises will be graded on a simple yes / no basis (completed, not-completed). The total percent completed will
be used in the overall course grade.
Homework assignments will be graded on a three point scale:
+ (95)
:everything complete and correct; answers show thoughtful analysis beyond just the basics
 (80)
:almost everything complete and correct
- (65)
:missing portions and/or several errors
Late or missing homework receives 0 pts.
The homework grades will be averaged to contribute to the overall course grade.
Topic Quizzes
Rather than longer exams, there will be eight on-line quizzes spread across the semester. Moodle will present the
quizzes. Each quiz which will contain objective questions (multiple choice, TF, matching, etc). The quizzes will be timed
and will last 15 to 20 minutes depending on the number and type of questions. The quizzes are open book, open notes,
and you may use a calculator. Note, however, that because of the timed nature of the quizzes, if you don’t know the
material, having access to your books/notes won’t help. You need to be prepared before you start the quiz. During the
period the quiz is available on-line, you may NOT consult any other person about it. Quizzes are cumulative in the sense
that your understanding about psychological assessment builds throughout the term; however each will focus on material
new since the previous quiz.
You must complete each quiz on your own. Failure to work independently on a quiz will result in referral to the Vice
President for Academic Affairs, a grade of 0 for that quiz, and, possibly, a grade of F for the entire course.
Assessments to be completed outside of class (Other assessments will be completed during class.)
REQUIRED
- 16PF: you will be given the test materials to take home and complete. We will score the assessment in class.
--IPIP-NEO: home page for International Personality Item Pool : http://ipip.ori.org/
Go to http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/ and take the short form (takes 20 minutes). Print results.
We will use this as a “quick” version of the Big Five personality assessment – complete before Jan 29th
--Myers-Briggs Temperament Indicator: (from FLC Office of Career Services – complete test before Feb 20th)
--Self-Directed Search: (from FLC Career Services Center – you score yourself). Bring scored results to class on March
20th. (Total cost for MBTI and SDS is $8)
OPTIONAL
--Kiersey’s temperament sorter: http://www.keirsey.com/
Take the Kiersey Temperament Sorter II (you’ll need to set up a free account; test takes 10 minutes). Print results.
Determine which Temperament and Role Variant best describes you. Bring printouts to class when we discuss the MBTI.
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Psych 342 - Winter 2008
Dr. B. Chew
Personality Case Report
Due April 17th
We’ll discuss the report format in greater detail later in the semester.
Write a report analyzing your personality based on five assessments completed for class (UCLA Loneliness, 16 PF, IPIP,
MBTI and Self Directed Search. Write the report from the perspective of a psychologist who has been consulted by a
college student who is interested in better understanding her/his personality in relation to academic, career, and social
(family/friends) choices.
Include each of the following sections.
I.
Demographic data
II.
Reason for referral (choose a specific reason to help organize the report)
III.
Tests Administered
IV.
Findings (16 PF, MBTI, IPIP, SDS ) – you can make up “extra-test considerations”
V.
Recommendations (including further assessments if appropriate)
Guidelines for Assessment Critique Essay and MMY Planning Exercises
You will write and revise an essay in which you describe and critique a contemporary psychological assessment
instrument. The final paper must be 4 to 5 pages (no more and no less) and should incorporate no fewer than four
research sources (not counting Cohen & Swerdlik.) Research sources will generally be professionally recognized books,
monographs, test reviews, and/or journal articles NOT material from magazines or from the Web. Use of MMY reviews
may count as one source although you will cite individual reviews as separate references. Your workbook and its website
contain descriptions of many contemporary psychological tests and references to related journal articles and books to get
you started on choosing a test. Alternatively, you could use FLC's electronic databases and/or browse through journals.
In your essay, first describe the general category of assessments in which your specific test/assessment falls. In one to
two pages, review the history and purpose(s) of this category of assessments and identify one or two main controversial
issues related to these types of assessments. The focus of these controversies may be based on measurement issues or
on theoretical, practical, historical, philosophical, cultural, or ethical concerns. After this background, focus on your
specific assessment/test. In one page, summarize its published psychometrics focusing only on the psychometrics related
to the controversies you identified. Then, critically evaluate your chosen test on the controversial issues you have raised
(one to 1.5 pages). In the last part of your essay, suggest future directions for this general field of assessment.
You will need to formulate a clear question/problem that engages your reader's interest, and you will need to provide solid
research evidence and well reasoned arguments in support of your critique of your chosen assessment. You should
assume that your audience is comprised of college educated adults who have a basic, but not detailed, understanding of
psychometric principles and of the major issues in testing and assessment. The papers are to be typewritten using APA
citation & reference style. When you turn in your essay, assemble a portfolio that includes previous drafts, all your notes,
and your photocopies of all the literature you cited. This essay is due Thursday, April 3, 2008.
To get you started planning your critique, the title of one assessment you might be interested in critiquing along with
annotated MMY reviews and explanations of your interest (one paragraph explanation per test) is due on February
14, 2008 (MMY Exercise 1) (wordprocessed, APA reference format). Attach photocopies of the Mental
Measurements Yearbook (or equivalent) test reviews to this assignment..
In MMY Exercise 2 (due March 13, 2008), you will submit similar information for at least one additional test (two if
you decide you no longer are interested in your first choice) and will answer several questions about the focus of
your critique. I will review your two choices, suggest which test would be most appropriate, and assign you to a
group and date for your oral panel presentation.
Guidelines for Panel Presentation (group presentation)
Information will be made available later in the term.
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Psych 342 - Winter 2008
Dr. B. Chew
Tentative Schedule for Lecture Topics, Quizzes, & Major Assignments
This schedule may be modified as the term progresses. You will be told in class of any modifications, and you are
responsible for being aware of any changes. Each day, at the end of class, workbook exercises will be assigned. These
assignments are due at the start of the next class period. If you miss class, check the Moodle site for information about
the assignments.
Quiz closing dates/times are shown here. In most cases, the Quiz will become available at 10:30 am on Tuesday and will
close at 7:00 am on Thursday. Quiz 4 is the one exception (opens on Thursday, closes on Tues).
Week
1:
Jan 7
2:
Jan 14
3
Jan 21
4
Jan 28
5
Feb 4
Tuesday
Course Introduction
6
Feb 11
7
Feb 18
8
Feb 25
9
Mar 3
10
Mar 10
11
Mar 17
Intelligence
(Quiz4 – Test Development – 7 am)
Intelligence, con’t
12
Mar 24
13
Mar 31
Career Assessment, con’t
14
Apr 7
15
Apr 14
Conference planning
(meet in computer lab)
RMPAA*, con’t
16
FINAL EXAMS*
Statistics Review
(Stats Pre-Review Quiz - 7 am)
Reliability
Validity
(IPIP “Big 5” DUE)
Test Development
Personality
SPRING BREAK
Personality, con’t
Psychopathology, con’t
Student Choice
Writing case reports
Thursday
Assumptions & History
(Syllabus Quiz - 7 am)
Statistics Review, con’t
Reliability, con’t
(Quiz1 - Statistics)
Validity, con’t
(Quiz2 – Reliability – 7 am)
On-line Resources
(meet in computer lab)
(Quiz3 – Validity – 7 am)
Intelligence, con’t
MMY Exercise 1 DUE
Academic Ability
(MBTI must be completed by Feb 20th)
Personality, con’t
(Quiz5 – Intelligence – 7 am)
SPRING BREAK
Psychopathology
MMY Exercise 2 DUE
Psychopathology, con’t
Career Assessment
(meet in computer lab; bring SDS booklets)
(Quiz6 – Personality – 7 am)
Career Assessment, con’t
(Quiz7 – Psychopathology – 7 am)
Conference planning
Assessment Critique Essay DUE**
(Quiz8 – Career Assessment – 7 am)
RMPAA Student Conference*
RMPAA*, con’t
Course Evaluation & Wrap-up
Case report DUE***
Final Exam is Thursday, April 19th 2:25 – 4:15 pm.
*Missing any of the conference presentations will affect your course grade.
** When you turn in your essay, assemble a portfolio that includes previous drafts, all your notes, and your photocopies of
all the literature you cited.
***Place your case report in a manila folder with the case name and ID number on the folder tab. In addition to the report,
include the Personal Record Form that summarizes test data and include copies of all the “raw” data (16PF scoring
sheets, MBTI score sheet, IPIP printout, SDS Booklet, UCLA Loneliness questionnaires).