Unit rationale, description and aim
Psychological assessment is the core competency of professional psychologists which most clearly differentiates them from other mental health professionals. As such, it is essential for professional psychologists to have a thorough understanding of psychological testing principles and practices.
This unit is designed to provide a detailed study of the principles and methods of psychological test administration and interpretation, case formulation, report writing and feedback of assessment results. There will be a particular focus on the importance of developmental system models and cultural sensitivity in assessment, in particular when providing psychological services to Aboriginal and Torres Strait Islander peoples. Students will acquire knowledge of the major methods of evaluating cognitive functioning, educational achievement and behavioural/emotional adjustment and neurodivergence in infants, children, adolescents and adults. The overall aim of the unit is to teach skills in evaluation, administration and interpretation of psychological tests and to assist students to become competent in integration of the diverse information gathered during psychological assessment and to provide appropriate written and oral feedback on assessment results.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the principles behind the selection, admi...
Learning Outcome 01
Explain and integrate the results of psychometric ...
Learning Outcome 02
Apply ethical decision making to select, evaluate,...
Learning Outcome 03
Design strategies to incorporate knowledge of Abor...
Learning Outcome 04
Incorporate strategies for conducting psychologica...
Learning Outcome 05
Content
Topics will include:
- Structure, psychometric properties, administration, and interpretation of psychological tests which assess intelligence, memory and neurodivergent traits, personality, academic skills, adaptive behaviour, and symptoms of emotional and behavioural disorders.
- Decision making for diagnosis, classification and intervention in relation to specific disorders addressed in clinical and educational and developmental practice and interprofessional practice considerations.
- Ethical practice and standards of psychological assessment, in particular in relation to providing assessment services to Aboriginal and Torres Strait Islander peoples.
Assessment strategy and rationale
The assessment strategy for this unit allows students to demonstrate their acquisition of knowledge, as well as the application of that knowledge. In order to best enable students to demonstrate unit learning outcomes and develop graduate capabilities, standards-based assessment is utilised, consistent with University assessment requirements. All assessment tasks in this unit are graded hurdle tasks (Tasks 1, 3 and 4) or hurdle tasks (Task 2) because students must meet psychological practice standards set by the Psychology Board of Australia and the Australian Psychological Accreditation Council. A range of assessment strategies is used including: demonstration of correct administration of psychological tests to ensure that students are capable of administering these tests proficiently; a written assignment based on a case study to assess the ability to apply assessment principles of methodology, selection and interpretation using a range of psychological tools for the assessment of children, adolescents or adults; and a written examination to assess knowledge of test content and interpretation.
To pass this unit, students must demonstrate achievement of every unit learning outcome and pass all assessment tasks. The passing mark for each of the graded assessment tasks is 50%. If students fail their original submission on the graded hurdle task (i.e., first attempt) they are provided with one additional opportunity to pass the assessment task (i.e., second attempt). Assessment Task 2 (OSCE, hurdle) allows for two subsequent attempts if they fail their first attempt. If the student passes the second attempt, the highest mark that they can achieve on that assessment task is 50%.
Overview of assessments
Assessment Task 1 - Administration of a...
Assessment Task 1 - Administration of a psychometric test and critique of a peer’s administration
To develop capability in administering this test proficiently.
Hurdle (Pass/Fail)
Assessment Task 2 - Practical Examination in OSCE...
Assessment Task 2 - Practical Examination in OSCE format:
To develop capability to administer tests proficiently.
Hurdle (Pass/Fail)
Assessment Task 3 - Written Paper on a Case Study...
Assessment Task 3 - Written Paper on a Case Study
To develop capability to apply psychological assessment decision making for the diagnosis, formulation and intervention of children, adolescents or adults (including consideration of relevant other professionals), including the application of assessment principles of methodology, relevant best practice guidelines, and selection and interpretation using a range of psychological tools.
Graded Hurdle (50%)
Assessment Task 4 - Written Exam To demons...
Assessment Task 4 - Written Exam
To demonstrate knowledge of test content and interpretation.
Graded Hurdle (50%)
Learning and teaching strategy and rationale
In line with Psychology Board of Australia stipulations for postgraduate training courses, all teaching is delivered face to face. Postgraduate students in psychology are expected to be independent learners, which is reflected in an approach that puts students at the centre of their learning through participation in class discussions and activities. This unit therefore uses an active learning approach presented through a combination of lectures, workshops, role play, web-based learning and reflective/critical thinking activities delivered in face-to-face mode for 3 contact hours a week or equivalent in intensive mode. Lectures and demonstrations are structured to deliver essential content, while workshops, role plays and class activities provide students with the opportunity to practice and reflect upon assessment strategies. Web-based learning and reflective/critical thinking activities will enhance learning and provide students with the opportunity to take responsibility for their learning and to actively participate. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and opportunities for development of competency in psychological assessment.