Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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PSI405 | PSYCHOLOGICAL TESTS I | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assoc.Prof. HACER GÜLŞEN |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | This course aims to teach the students of the psychology department for 1 semester the definition and classification of psychological tests and explaining what their aims are, the detailed introduction/application of the tests frequently used in the field and to provide the students with the competence to write the report of the test applied. |
Contents of the Course Unit: | Contents of the course include the subjects such as Definition of Psychological Tests, Functions, Purpose of Use, Classification of Tests, Developmental History of Tests; Points to Consider in the Use and Evaluation of Tests, Ethical Rules, Observation in the Test Environment, Reporting of the Test Findings; Psychometric Properties of Psychological Tests: Validity, Reliability and Standardization; Introduction to Development Tests, Gessell Development Inventory; Ankara Developmental Screening Inventory (AGTE), Peabody Picture Vocabulary Test, Introduction to Intelligence Tests, Cattel 2A-2B Culture-Free Intelligence Test, Raven Progressive Matrice Test; Introduction of Stanford-Binet Individual Intelligence Test; Weschler Intelligence Scale for Children (WISC-R); Personality Tests and Classification, Structured and Unstructured (Projective Tests); Beck Depression Inventory, Negative Automatic Thoughts Scale; State-Trait Anxiety Inventory, Test Anxiety Inventory; Piers-Harris Children's Self-Concept Scale, Family Assessment Inventory, Parental Attitude Research Instrument (PARI), Self-Assessment Inventory (KDE), Edwards Personal Preferences Inventory; Projective Tests, Beier Sentence Completion Test; Rorschach Ink Stain Test, Thematic Perception Test (TAT). |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Use major psychological tests such as personality, development and intelligence tests. (Bloom 3) |
Analyze the results of psychological tests and write their report. (Bloom 4 & Bloom 6) |
Choose contemporary psychological test development approaches. (Bloom 1) |
Consider the qualifications required in psychological tests. (Bloom 5) |
Evaluate validity and reliability. (Bloom 5) |
Develop a psychological test. (Bloom 6) |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Literature review | Definition of Psychological Tests, Functions, Purpose of Use, Classification of Tests, Developmental History of Tests | Lecture, Question and Answer, Demonstration |
2 | Literature review | Points to Consider in the Use and Evaluation of Tests, Ethical Rules, Observation in the Test Environment, Reporting of the Test Findings. | Lecture, Question and Answer, Demonstration |
3 | Literature review | Psychometric Properties of Psychological Tests: Validity, Reliability and Standardization | Lecture, Question and Answer, Demonstration |
4 | Literature review | Introduction to Development Tests, Gessell Development Inventory. | Lecture, Question and Answer, Demonstration |
5 | Literature review, Writing Report | Ankara Developmental Screening Inventory (AGTE), Peabody Picture Vocabulary Test | Lecture, Question and Answer, Demonstration |
6 | Literature review, Writing Report | Introduction to Intelligence Tests, Cattel 2A-2B Culture-Free Intelligence Test, Raven Progressive Matrice Test. | Lecture, Question and Answer, Demonstration |
7 | Literature review, Writing Report | Introduction of Stanford-Binet Individual Intelligence Test | Lecture, Question and Answer, Demonstration |
8 | - | MID-TERM EXAM | - |
9 | Literature review, Writing Report | Weschler Intelligence Scale for Children (WISC-R) (WISC-R) | Lecture, Question and Answer, Demonstration |
10 | Literature review, Writing Report | Personality Tests and Classification, Structured and Unstructured (Projective Tests); Beck Depression Inventory, Negative Automatic Thoughts Scale. | Lecture, Question and Answer, Demonstration |
11 | Literature review | State-Trait Anxiety Inventory, Test Anxiety Inventory. | Lecture, Question and Answer, Demonstration |
12 | Literature review, Writing Report | Piers-Harris Children's Self-Concept Scale, Family Assessment Inventory, Parental Attitude Research Instrument (PARI). | Lecture, Question and Answer, Demonstration |
13 | Literature review | Self-Assessment Inventory (KDE), Edwards Personal Preferences Inventory | Lecture, Question and Answer, Demonstration |
14 | Literature review, Writing Report | Projective Tests, Beier Sentence Completion Test | Lecture, Question and Answer, Demonstration |
15 | Literature review | Rorschach Ink Stain Test, Thematic Perception Test (TAT). | Lecture, Question and Answer, Demonstration |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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ERKUS, A., (2003). Psikometri üzerine yazılar, Ankara:Türk Psikologlar Dernegi Publications. |
TUNABOYLU-IKIZ, T., (2002). Rorschach testinin psikanalitik yorumu 2; eriskin psikopatolojisi. Baglam Publications, Istanbul. |
TUNABOYLU- IKIZ, T., (2012). Tematik Algı Testi(TAT), Baglam Publications, Istanbul. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Recognize the alphabets used by Turks in the historical process, especially Ottoman Turkish alphabet.
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2 |
Recognize the distinguished examples of World Literature in the forms of verse and prose.
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3 |
Defend the idea that Turkish literature has national and genuine cultural identity
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KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Use professional English to be able to benefit from international academic publications.
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2 |
Act according to social, scientific, cultural and ethical values in all kinds of studies related to the field.
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3 |
Examine the bibliography of the studies on Turkish Language and Literature according to countries and schools in written, printed and electronic media.
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SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Examine Turkish grammar in historical-comparative terms in terms of sound, form, syntax, semantics and vocabulary by using general linguistics methods and theories
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2 |
Examine the course materials, research methods, information and theories used in Turkish Language and Literature Program.
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3 |
Discuss the historical development of Contemporary Turkish Literature and the texts on the historical period and the cultural atmosphere.
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SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluate the knowledge and skills acquired in the field of Turkish language and literature with a critical approach and with the help of interdisciplinary information.
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2 |
Use philosophy, sociology, law, economics, etc. and makes interdisciplinary interpretations.
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3 |
Evaluate the new trends in World Literature especially in Contemporary Turkish Literature.
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OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Solve problems encountered in the field as individual and as member of a team.
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OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluate the knowledge and theories of Contemporary Literature in terms of literature and linguistics within the framework of certain theories.
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2 |
Evaluate the extent to which Turkish Language and Literature is influenced by the civilization circles in which it is a part of.
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OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluates the fields of application of sustainability in the field of Turkish Language and Literature.
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2 |
Research and study at the academic level.
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OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluate all subjects related to Turkish Language and Literature in the context of “The Integrity of Turkish Language and Literature".
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WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 13 | 1 | 13 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 7 | 1 | 7 |
Assignment (Homework) | 7 | 1 | 7 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 7 | 1 | 7 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 7 | 1 | 7 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 1 | 20 | 20 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 1 | 15 | 15 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 1 | 10 | 10 |
TOTAL | 60 | 0 | 130 |
Total Workload of the Course Unit | 130 | ||
Workload (h) / 25.5 | 5,1 | ||
ECTS Credits allocated for the Course Unit | 5,0 |