| Teaching Staff
|
Prof. Dr. Emel Erdoğan Bakar |
| Language of Instruction |
Türkçe (Turkish) |
| Type Of Course |
Elective |
| Prerequisites |
No prerequisites |
| Recommended Optional Programme Component |
|
| Course Objectives |
This course will focus on the developmental psychological assessment of hildren. Following a review of relevant statistical principles and a discussion of the history of theories of develomental assesment, the major instruments (Wechsler scales, RSPM, Stanfort Binet., Bayley, Denver) for assessing will be reviewed. |
| Course Content |
The focus of the course is on developing knowledge about the theoretical and empirical foundation for, and the limitations of, the assessment of idevelopment |
| Learning Outcomes (LO) |
The students who attended the course and were successful at the end of semester will acquire the followings;
1. Identify and discuss principles of psychological measurement, including reliability, validity, and standard scores.
2. Be familiar with the various theoretical, ethical, and professional issues related to psychological assessment.
3. Learn to correctly administer, score, and interpret several major tests of children's development
4. Effectively communicate, orally and in writing, the results of a psychological evaluation
|
| Mode of Delivery |
Face to face |
| Course Outline |
| Week |
Topics |
| 1. Week |
-Introduction to Testing |
| 2. Week |
History of Psychological Testing |
| 3. Week |
Ethics |
| 4. Week |
Assumptions About Testing: Reliability, Validity, Error, Standardization |
| 5. Week |
Methods of Personality Assessment- Projectives |
| 6. Week |
Methods of Personality Assessment- Projectives |
| 7. Week |
Intelligence, Methods of Intelligence Assessment -WISC-R |
| 8. Week |
Intelligence, Methods of Intelligence Assessment- Stanfort Binet |
| 9. Week |
Intelligence, Methods of Intelligence Assessment- RSPM |
| 10. Week |
Developmental Scales- Bayley Developmental Scale |
| 11. Week |
Developmental Scales- Denver Developmental Scale |
| 12. Week |
Neuropsychological Assessment |
| 13. Week |
Neuropsychological Assessment |
| 14. Week |
Neuropsychological Assessment |
|
| Assessment |
| |
Percentage(%) |
| Mid-term (%) |
30 |
| Quizes (%) |
|
| Homeworks/Term papers (%) |
|
| Practice (%) |
|
| Labs (%) |
|
| Projects/Field Work (%) |
|
| Seminars/Workshops (%) |
|
| Final (%) |
60 |
| Other (%) |
10 |
| Total(%) |
100 |
|
| Course Book (s) and/or References |
Cohen R. J. & Swerdlik M. E.(1999) PsychologicalTesting and Assessment (4th Ed), Boston: Mc Graw Hill
Lezak MD (1997) Principles of neuropsychological assesment. In: Feinberg TE, Farah MJ (eds.), Behavioral neurology and neuropsychology. New York: McGrow-Hill.
Savaşır I, Şahin N (1995) Wechsler Çocuklar İçin Zeka Ölçeği (WISC-R) El Kitabı. Ankara: Türk Psikologlar Derneği Yayınları
Raven JC,Court JH, Raven J (1992) Manual for Raven’s Standard Progressive Matrices. Oxford: Oxford Psychologists Pr.
|
| Work Placement(s) |
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| The Relationship between Program Qualifications (PQ) and Course Learning Outcomes (LO) |
| PQ1 | PQ2 | PQ3 | PQ4 | PQ5 | PQ6 | PQ7 | PQ8 | PQ9 | PQ10 | LO1 | 3 | 4 | | | 5 | 4 | 3 | | 3 | 4 | LO2 | | | | | 5 | 5 | 3 | | | 4 | LO3 | | | | 3 | 2 | | | | | 2 | LO4 | | | | | | | | | 4 | 5 |
* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |