| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY3094 | Psychological Measurement | Spring | 3 | 0 | 3 | 6 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. SİBEL ÇALIŞKAN |
| Course Lecturer(s): |
Dr. SİBEL ÇALIŞKAN Dr. Öğr. Üyesi HALE ÖGEL BALABAN |
| Recommended Optional Program Components: | "." |
| Course Objectives: | This course is an introduction to psychological measurement. It equips students with the concepts and principles of psychological measurement. In addition to providing an understanding of psychometric issues, it also informs students about the practice of psychological measurement in a variety of settings for a number of purposes. |
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The students who have succeeded in this course; I. Define the terminology of psychometrics. II. Define the types of psychological measurement and instruments and their use in various fields for different purposes. III. Define an understanding of core concepts and quality standards in psychological measurement. IV. Define an understanding of how tests in psychology are developed. V. Define an understanding of how test scores are interpreted. VI. Have experience in developing a scale and test its psychometric characteristics. VII. Be able to use a statistical software (such as SPSS) to run an exploratory factor analysis and interpret its results. VIII. Be able to identify available measurement instruments for a given variable and gather information about these instruments. IX. Define the ethical principles involved in psychological measurement. |
| Students have knowledge psychological measurement. They are informed about the types of decisions made based on measurement, test / scale development, types of measurement / measurement instruments, validity, reliability, standards for educational and psychological testing,student presentations on assigned topics, and sources of info on measurement instruments. |
| Week | Subject | Related Preparation |
| 1) | Psychological measurement: An overview | |
| 2) | Types of decisions made based on measurement | |
| 3) | Test / Scale development | |
| 4) | Test / Scale development | |
| 5) | Test / Scale development | |
| 6) | Review | |
| 7) | Types of measurement / measurement instruments | |
| 8) | Types of measurement / measurement instruments | |
| 9) | Validity | |
| 10) | Reliability | |
| 11) | Review | |
| 12) | Standards for educational and psychological testing | |
| 13) | Sources of information on measurement instruments | |
| 14) | Student presentations on projects | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | 1. Miller, L.A., McIntire, S.A., & Lovler, R.L. (2011). Foundations of psychological testing: A practical approach (3rd ed.). Thousand Oaks, CA: Sage. 2. Thorndike, R.M. & Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and education (8th ed.). Upper Saddle River, NJ: Merrill – Pearson. |
| References: | 1. American Educational Research Association (1999). Standards for educational and psychological testing. Washington DC: Author. 2. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed. – text revision). Washington DC: Author. 3. Hambleton, R.K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory. London: Sage. 4. Murphy, K.R. & Davidshofer, C.O. (2005). Psychological testing: Principles and applications (6th ed.). Upper Saddle River, NJ: Pearson-Prentice Hall. 5. Öner, N. (2006). Türkiye'de kullanılan psikolojik testlerden örnekler: Bir başvuru kaynağı (2nd ed.). İstanbul: Boğaziçi Üniversitesi Yayınları. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Midterms | 2 | % 40 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 14 | 28 |
| Presentations / Seminar | 1 | 8 |
| Homework Assignments | 1 | 8 |
| Midterms | 2 | 20 |
| Final | 3 | 35 |
| Total Workload | 141 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | 4 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 2 |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | 2 |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | 3 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 5 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | 2 |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | 4 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 5 |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. |