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Standard Diagnostic Methods

General data

Course ID: 2500-EN-O-56
Erasmus code / ISCED: 14.4 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0313) Psychology The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title: Standard Diagnostic Methods
Name in Polish: Standard Diagnostic Methods
Organizational unit: Faculty of Psychology
Course groups: obligatory courses for 2 year
ECTS credit allocation (and other scores): (not available) Basic information on ECTS credits allocation principles:
  • the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS;
  • the student’s weekly hourly workload is 45 h;
  • 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes;
  • weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS;
  • work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.

view allocation of credits
Language: English
Type of course:

obligatory courses

Short description:

The course provides an introduction to using and interpreting

standardized diagnostic methods.

Full description:

The aim of the course is to introduce students to basic types of

standardized diagnostic methods, e.g. verbal and non-verbal intelligence

tests; temperamental and personality inventories and other essential

methods for psychological diagnosis.

Several primary themes will be presented during the classes: basic

psychometric properties of tests, ethical aspects of diagnostic process,

intelligence assessment, personality assessment, coping styles

assessment, temperament assessment.

The course will place emphasis on practice in order to equip students with

skills needed to make diagnosis. Students will learn how to refer to the

test manual, how to apply tests to the psychological practice, how to

calculate and interpret the results, how to give an objective and neutral



1. Introduction. Psychological testing basic issues.

and bibliography

 Course program and requirements

 Diagnosis details

 Get to know each other – quiz - What is a psychological test?

 Test properties. How to assess the quality and psychometric

properties of tests?


 Domino, G., Domino M.L. (2006), Psychological Testing, An

Introduction, chapter 1

2. Ethical issues regarding assessment and diagnosis


 Http://

 Optional: Hogan T.P. (2003) Psychological Testing. A practical

introduction, John Wiley & Sons, INC, chapter 16

3. Test as a tool in psychological practice

 Informed consent and establishing rapport.

 Administration and scoring.

 Behavioral observations.

 Feedback.


 Domino, G., Domino M.L. (2006), Psychological Testing, An

Introduction, chapter 2,3

 Lichtenberger, E.O., Mather, N., Kaufman, N.L., Kaufman, A.S.,

(2004) Essentials of assessment report writing, New York: Wiley,


4. Intelligence 1

 Theories of intelligence

 Intelligence and Achievements Tests


 Das J.P. Theories of intelligence: Issues and Applications (2004),

[in] (eds.) G. Goldstein, S.R. Beers, Comprehensive handbook of

Psychological Assessment, John Wiley & Sons, INC.

 Kaufman, J. C., Kaufman, S. B., & Plucker, J. A. (2013).

Contemporary theories of intelligence. The oxford handbook of

cognitive psychology, 811-822.

5. Intelligence 2

 One dimension intelligence scale (Raven).

 Self-diagnosis (Raven).

6. Intelligence 3

 Administration procedure

 Scoring and Interpreting

 About the report from Raven project.


 Raven, J., Raven J.C., Court J.H. (1998) Raven Manual: Section 1,

Harcourt, G4-G15

 Raven, J., Raven J.C., Court J.H. (2000) Raven Manual: Section 3,

Harcourt, SPM54-SPM75

 Raven, J., Raven J.C., Court J.H. (1998) Raven Manual: Section 1,


 Raven, J., Raven J.C., Court J.H. (2000) Raven Manual: Section 3,


7. Intelligence 4

 Complex intelligence scales - WAIS-III and WISC-III


 Zhu J., Weiss L.G., Prifitera A., Coalson D. (2004), The Wechsler

Intelligence Scales for Children and Adults. [in] (eds.) G. Goldstein,

S.R. Beers, Comprehensive handbook of Psychological

Assessment, John Wiley & Sons, INC.

8. Multi scale personality tests

 About personality tests

 Scale construction

 Different answer scales


 Domino, G., Domino M.L. (2006), Psychological Testing, An

Introduction, chapter 4.


 Self-diagnosis (NEO-PR).

 About NEO-PR administration

 Profile interpretation


 NEO-PR interpretation - practice

 Using Validity data in interpreting test scores.

 About the NEO-PR project


 Costa, P.T., McCrae R.R (1992), NEO-PI-R Professional Manual,


11. Coping Inventory for Stressful Situations CISS

 Different stress-coping styles.

 Self-diagnosis (CISS)

 Interpretation

 About the CISS project


 Parker, J. D. A., Endler, N. (1999). Coping Inventory for Stressful

Situations. Manual. Pearson.

Learning outcomes:

Once this course is completed, students are expected to be able to:

 Be thoroughly familiar with basic psychometric concepts and formulas

and be able to evaluate the psychometric characteristics of any

published psychological test.

 Be familiar with the various ethical and professional issues related to

psychological assessment.

 Demonstrate the ability of professional administration, scoring,

interpretation and reporting of selected tests.

 Demonstrate the skills of giving the neutral and objective feedback.

 Use Library & Internet sources in acquiring of information about

psychological tests.

Assessment methods and assessment criteria:

1. Diagnosis: 60% of final grade

The main project in this course is to conduct an individual assessment

based on three psychological tests. The reports you will write are a

case study using standard methods. Your goal is to find one young

person (end of high school beginning of college) willing to participate

in three test sessions. The overarching aim of your diagnosis is

creating a basis for advising them in a transition period (changing

school, choosing new directions in life). Diagnosis means you will

need to prepare three technical and one final report:

• Technical Reports

Three two short reports from assessments are worth 30% of your

grade each. Technical reports should consist of a description of

the subject, administration of the test, the test score and brief

interpretation. Knowledge from our classes and obligatory

literature will help you in this exercise. These reports should be

approximately 2-4 pages (Raven, NEO-P-R, CISS)

• Final Report

A final report will be worth 20% of your grade. The final report is

a compilation of the three technical, enriched with an

interpretation of broad functioning, this should serve as an

overall assessment of your testing subject. You will receive

structure and guidelines concerning the final report. Final report

– 7-8 pages (excluding appendixes such as filled test forms and

score tables).

2. Test Critique Project (assignment in pairs) 10% of final grade

You will be assigned to pairs of 2 people.

We will provide list of test available in LTD. Once you have selected a

test, you will need to contact the LTD, obtain a copy (along with any

manuals, pilot studies and/or reliability and validity data available)

and complete a literature search to find studies conducted using this

test in other settings. Based on your understanding of these

materials, you will have to prepare a brief presentation in class (15-

minute presentation).

Guiding questions:

• What is the test designed for?

• How was it created and normed?

• Would you use it? Why or why not? If so, for what


• Does it appear to be adequately constructed?

• Does it appear to be adequately normed?

• Is reliability and validity established?

• Do other test to measure the same thing exist? Finally you

will need to summarize the theoretical framework upon

which the test you selected is based and indicate the

population for which it is designed to be used.

3. Final test 30% of final grade

There will be open-ended questions concerning general testing issues

discussed during classes (they may refer to both practical and

theoretical issues).

Notice 1:

In the final report any scoring mistakes will not be accepted. Use feedback

from technical reports to create a final report without mistakes. Scoring

mistakes will automatically earn you a zero for the final report.

Notice 2:

Term “Deadline” refers to beginning of the class.

Notice 3:

We expect hard (printed) copy of each paper (hard copy printed on white

A4 format paper, Font 12, Times New Roman, double spaced) with all

appendixes (test answer sheets, profile forms etc.). We also ask for

electronic version of your work sent by e-mail.

Notice 4:

The deadlines for reports are non-negotiable. Late report will be accepted

but your score will be reduced by 50%.

It is your responsibility to backup your computer, make backup copies of

your work, arrange with your brother access to his printer, book tickets to

earlier flight from Bermuda and do all the necessary steps in order to

ensure that you attend classes and you do not lose your paper right

before it is due.

Notice 6:

The paper is to be the product of independent work. Plagiarism is

unacceptable and will result in an automatic FAILURE.

Notice 7:

rewriting of final report is possible only for those who scored below 50%

of points (failed).

Notice 8:

rewriting of the final exam is possible only for those who scored below

50% of points (failed).

Grading and passing

In order to pass the course the requirements are:

 Passing final test (min. 16 points)

 Passing the final report (min. 16 points)

 Completing all class assignments

 Getting min. 60 points from all the activities


 Technical report no. 1 (Raven) - 10% (10 points)

 Technical report no. 2 (NEO-P-R) – 10% (10 points)

 Technical report no. 3 (CISS) - 10% (10 points)

 Final report (overall diagnosis) - 30% (30 points)

 Test critique project - 10% (10 points)

 Final test - 30% (30 points)

You can get a maximum of 100 points from all the activities described

above. Your final grade depends on the total number of points gained.

0-59 points = 2 (not passing)

60-67 points = 3

68 – 75 points = 3,5

76 – 83 points = 4

84 – 91 points = 4,5

92 – 99 points = 5

100 points = 5!

Attendance rules

No more than 2 classes can be missed, irrespective of excuse

This course is not currently offered.
Course descriptions are protected by copyright.
Copyright by University of Warsaw.
Krakowskie Przedmieście 26/28
00-927 Warszawa
tel: +48 22 55 20 000
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