Methods and Techniques of Psychological Evaluation 2 2017/2018
- 5 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
After completing the course, the student will be able to:
• Critically evaluate the development and validation of psychological assessment instruments and identify the main psychometric properties of the instruments;
• Understand the basics of intelligence, personality, and symptoms and personal resources assessment in clinical and health psychology;
• Know/identify different tools for the assessment of intelligence, personality, and personal symptoms and psychological resources;
• Know alternative means of assessment, including computerized assessment;
• Understand the importance of evaluating psychological interventions;
• Analyze the qualities of psychological assessment instruments as applied to research and intervention issues;
• Handle (manage, compute and interpret results) psychological tests;
• Include information resulting from various assessment tools.
Prior skills in data analysis are recommended, as well as the frequency of courses of Methods and Techniques of Psychological Assessment I, in the 2nd cycle in psychology, which addresses contents and concepts related to the quality of assessment tools and evaluation procedures.
There will be a combination between expository methodologies and active and participatory methodologies. The expository methods are based on the use of multimedia supports, powerpoint slides, the analysis of scientific articles and books, and the exploration of assessment materials. The active methods are based on practical activities, particularly the reflection and discussion about the potentials of psychological assessment tests and their quality. These practical activities will also seek to train students' skills in the selection of tests and techniques for psychological assessment data handling. The students will also be stimulated to present and critically discuss the fundaments and requirements of psychological assessment, as well as their learning experiences in contact with psychological assessment instruments, working in individual and small group assignments.
Body of Work
1. Psychological testing: development and validation of assessment measures. Standards and interpretation of scores. Precision rating.
2. Intelligence assessment
2.1 Constructs and measures/tests
2.2 Potential and limits of intelligence tests
2.3 Assessment of products vs dynamic assessment
2.4 Assessment of forms of intelligence: social intelligence and emotional intelligence
3. Assessment of personality
3.1 Constructs of personality and measurement
3.3 Techniques for the assessment of personality
3.2 Personality tests
4. Clinical evaluation
4.1 Evaluation of symptoms and difficulties in personal and emotional functioning
4.2 Clinical assessment tests
4.3 Assessment of personal psychological resources, from the perspective of positive psychology
5. Computerized assessment
6. Evaluation of the efficacy of psychological interventions
Almeida, L. S., Bártolo-Ribeiro, R. M., & Araújo, A. M. (2016). Inteligência e sua avaliação. In M. P. Lopes, P. J. Palma, & A. Lopes (Coord.), Fundamentos de psicologia (Cap. 11, pp. 337-379). Lisboa: MGI.
American Educational Research Association, American Psychological Association, American Council on Measurement in Education (1999). Standards for educational and psychological testing (2nd ed.). Washington, DC: American Educational Research Association
American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Anastasi, A. (1982). Psychological testing. London: Collier-MacMillan.
Groth-Marnat, G. (2009). Handbook of psychological assessment (5th ed). Hoboken, NJ: Wiley,
Urbina, S. (2004). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
Wright, A. J. (2011). Conducting psychological assessment: A guide for practitioners. New York: Wiley.
Almeida, L. S. & Freire, T. (2010). Metodologia da investigação em psicologia e educação (5ª edição). Braga: Psiquilíbrios.
Almeida, L. S., Simões, M. R., Machado C. & Gonçalves M. M. (Coords.) (2004). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 2). Coimbra: Quarteto.
Almeida, L. S., Simões, M. R., & Gonçalves, M. (Eds.) (2014). Instrumentos e contextos de avaliação psicológica (vol. 2). Coimbra: Almedina.
Archer, R. P., & Smith, S. R. (Ed.2008). Personality assessment. New York, NY: Routledge
Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment (6th Edition). New York: McGraw-Hill
Gonçalves, M. M., Simões, M. R., Almeida, L. S. & Machado, C. (Coords.) (2003). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. 1). Coimbra: Quarteto.
Wilkinson, D. & Birmingham, P. (2003). Using research instruments: A guide for researchers. London: Routledge.
Week 1: Presentation of the curricular unit - goals, teaching and assessment methods, and expected results. Psychological testing: development and validation of assessment instruments.
Week 2: Psychological testing: development and validation of assessment instruments (continued). Standards and interpretation of scores. Precision in tests.
Week 3: Intelligence Assessment: constructs and measures/tests. Tutorial orientation of the individual assignments.
Week 4: Intelligence assessment: Potentials and limits of intelligence tests. Dynamic vs. products assessment.
Week 5: Intelligence Assessment: tests and measures.
Week 6: Assessment of forms of intelligence: social intelligence and emotional intelligence.
Week 7: Personality Assessment: models, méthods and techniques.
Week 8: Personality Assessment: Formal personality tests.
Week 9: Personality Assessment: Projective personality tests.
Week 10: Written test. Tutorial orientation of the group assignments.
Week 11: Assessment of symptoms and difficulties in personal and emotional functioning.
Week 12: Assessment of personal psychological resources. Study case.
Week 13: Computerised Assessment.Evaluation of the effectiveness of psychological interventions.
Demonstration of the syllabus coherence with the curricular unit's objectives
In order to create conditions for students to understand the fundaments of intelligence, personality and personal and emotional functioning assessment, the syllabus include the analysis of basic issues to psychological assessment in various fields, in terms of the theoretical foundations. In order to provide students the development of selection skills and autonomous use of different psychological assessment tests, syllabuses include the exposure to a variety of assessment tests, as well as a more detailed exploration of instruments of choice by the group. For this same purpose, the syllabus seek to associate different techniques and assessment tools for different purposes of assessment. Finally, the development of integration skills of the various assessment tools will be facilitated by focusing on the assessment reports, as present in the program.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
The use of expository methods allows the transmission and analysis of new content regarding the psychological assessment and evaluation techniques and tests. These expository methods support the acquisition of basic knowledge in the field, by the students. The use of methods involving the active participation of the students through the analysis and interpretation of supporting texts, study case analysis and preparation of individual and group assignments on the foundations of psychological evaluation and use of assessment tools of intelligence, personality and personal and emotional functioning. An attitude of critical thinking and integration of knowledge by students is valued. The combination of these different methodologies will thus contribute for the objectives proposed for the Course.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Adapting to new situations||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Balanced decision making||Yes||Yes|
|Commitment to effectiveness||Yes||Yes|
|Commitment to quality||Yes||Yes|
|Ethical and responsible behaviour||Yes||Yes|
|Event organization, planning and management||Yes||Yes|
|Foreign language proficiency||Yes|
|Information and learning management||Yes||Yes|
|Initiative and entrepreneurship capability||Yes||Yes|
|IT and technology proficiency||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes||Yes|
|Understanding multiculturalism and valuing diversity||Yes|
|Working in international context||Yes|
|Written and verbal communications skills||Yes||Yes|