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PSY431 Psychological Testing

Lead Faculty: Dr. Brenda Lee Shook

Course Description

An introduction to theories and principles of psychological testing and measurement and to a variety of standardized tests of intelligence, personality, achievement, interest, neuropsychology and other areas. Emphasizes the principles by which tests are constructed and validated. Also examines controversies regarding the valid, appropriate and fair use of psychological tests.

Learning Outcomes

  • andlt;FONT face="Times New Roman" size=3andgt;(Prerequisite: ENG100/101 and PSY100)andlt;/FONTandgt;andlt;FONT face="Times New Roman" size=3andgt;An introduction to theories and principles of psychological testing and measurement, and to a variety of standardized tests of intelligence, personality, achievement, interest, neuropsychology, projective and other areas.andamp; Emphasizes the principles by which tests are constructed and validated.andamp; Also examines controversies regarding the valid, appropriate, and fair use of psychological tests, including the integration of tests and measurement into the overall assessment process.andlt;BRandgt;andlt;/FONTandgt;
  • andlt;BRandgt;More specifically, upon completion of this course, the learner will be able to: andlt;OLandgt;andlt;LIandgt;Define, describe and identify basic testing terms such as: theory, assessment, attitude, personality, measurement, validity, reliability, operational definitions, statistics, average, central tendency, correlation, bias, battery, criterion, decile, standardization, derived score, level of significance, sample, control, prediction, randomness, measurement scale, stratification, norms, distracters and factor.andlt;/LIandgt;andlt;LIandgt;Point out similarities and differences in pairs of research terms such as: observation and measurement, measurement and classification, intelligence and aptitude, population and sample, discrete and continuous variables, dependent and independent variables, ordinal and interval data, tests and measurement, standardization and norming, validity and reliability one percent and five percent levels of significance, structured and unstructured interview schedules, and type I and type II error.andlt;/LIandgt;andlt;LIandgt;Describe the questions, situations and court orders, which lead to psychological measurement.andlt;/LIandgt;andlt;LIandgt;Describe the continuum of approaches to measurement from informal to standardized methods of assessment.andlt;/LIandgt;andlt;LIandgt;Distinguish four characteristics of aptitude tests.andlt;/LIandgt;andlt;LIandgt;List functions which are served by psychology tests and measurement.andlt;/LIandgt;andlt;LIandgt;Describe the assessment issues and questions, which would prompt test development.andlt;/LIandgt;andlt;LIandgt;List and describe the stages in the development of a psychology test.andlt;/LIandgt;andlt;LIandgt;Explain how the concepts of what, where, when, why, and how are addressed in the stages of test development.andlt;/LIandgt;andlt;LIandgt;List the types and essential function of a validity check.andlt;/LIandgt;andlt;LIandgt;Describe the primary assumptions made in the testing process.andlt;/LIandgt;andlt;LIandgt;Define and apply the concepts of measures of central tendency, standardization, norms and samples, measures of dispersion and variability, measures of correlation and tests of significance.andlt;/LIandgt;andlt;LIandgt;Define, and compare/ contrast the major types of tests commonly used in psychology.andlt;/LIandgt;andlt;LIandgt;Cite the strengths and weaknesses of achievement, personality, intelligence, and aptitude tests commonly used in psychology.andlt;/LIandgt;andlt;LIandgt;List and describe the procedures used by a clinician in determining the most appropriate psychological test/s to use, when considering the population to be assessed and question/s to be answered.andlt;/LIandgt;andlt;LIandgt;Describe the procedure used to test the representativeness of a sample taken from a population.andlt;/LIandgt;andlt;LIandgt;List the similarities and differences between the reliability and the validity of a research instrument. andlt;LIandgt;State at least five conditions which represent acceptable ethical standards for an instrument.andlt;/LIandgt;andlt;LIandgt;Describe the basic ethics principles involved when planning to use h