| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-RPD303 | Psychological Tests | Compulsory | 3 | 5 | 3 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| The main purpose of this course is to introduce the basic psychological tests used in the field of guidance and psychological counseling, to explain and apply the scoring and evaluation criteria. |
| Name of Lecturer(s) |
| Dr. Öğr. Üyesi İhsan AKEREN |
| Learning Outcomes |
| 1 | What is a psychological test? The use of psychological tests in recognizing the individual and the history of psychological tests. | | 2 | Classification of psychological tests. | | 3 | Measurement, scales and evaluation, statistical methods | | 4 | Interpretation of test scores, reliability and validity, item analysis | | 5 | Interest-attitude, ability, development and intelligence tests used in Turkey. |
|
| Mode of Delivery |
| Second Education |
| Prerequisites and co-requisities |
| Research Methods in Education
Statistics I
Statistics II |
| Recommended Optional Programme Components |
| *The resources to be used in the course must be provided by the student. These subjects will be covered in the theoretical course, and applications will be made in practice.
**Practice homework must be printed out by the student in the specified weeks and submitted to the relevant course instructor. Assignments not submitted on time will not be considered. |
| Course Contents |
| Measurement and measurement types in psychology, validity, reliability and errors in measurement tools, psychometric approaches, developed measurement tools (personality, ability, interest-attitude and intelligence tests). |
| Weekly Detailed Course Contents |
|
| 1 | What is a psychological test? The use of psychological tests in recognizing the individual and the history of psychological tests | | | | 2 | Classification of psychological tests | | | | 3 | Measurement, scales and evaluation, statistical methods | | | | 4 | Interpretation of test scores, reliability and validity, item analysis | | | | 5 | Use of psychological tests and ethical rules | | | | 6 | Intelligence tests used in Turkey (Alexander, Catell 2A,3A; drawing a human picture) | | | | 7 | Intelligence tests used in Turkey (Porteus, Stanford-Binet, Wechsler) | | | | 8 | Midterm exam | | | | 9 | Intelligence tests Evaluation of applications | | | | 10 | Developmental tests used in Turkey (Ankara, Bender, Benton, Bourdon,D2) | | | | 11 | Developmental tests used in Turkey (Denver, Frankfurter, Gesell, Metropolitan, Peabody) | | | | 12 | Developmental tests Evaluation of applications | | | | 13 | Personality tests used in Turkey (16 factors, CAT, Goodenough, Minnesota) | | | | 14 | Personality tests used in Turkey (MMPI, Rorschach, TAT, Louisa) | | | | 15 | Personality tests Evaluation of applications | | | | 16 | Final exam | | |
|
| Recommended or Required Reading |
| 1. Özgüven, İ.E. (2020). Psychological Tests. (16. Bs). Ankara: Nobel.
2. Gençdoğan, B. (2021). Psychological Tests.(16. Bs). Ankara: Nobel.
3. Güneri, E. (2016). Psychological tests used in Turkey: Intelligence Tests. Volume I. İstanbul: Kaknüs.
4. Güneri, E. (2016). Psychological tests used in Turkey: Intelligence Tests. Volume II. İstanbul: Kaknüs.
5. Güneri, E. (2016). Psychological tests used in Turkey: Intelligence Tests. Volume III. İstanbul: Kaknüs. |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 1 | 1 | 1 |
| Self Study | 1 | 6 | 6 |
| Individual Study for Mid term Examination | 10 | 2 | 20 |
| Individual Study for Final Examination | 3 | 20 | 60 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
| LO1 | 1 | 4 | 1 | | | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 2 | 1 | | LO2 | 1 | 3 | 1 | | | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 2 | 1 | | LO3 | 1 | 4 | 1 | | | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 2 | 1 | | LO4 | 1 | 4 | 1 | | | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 2 | 1 | | LO5 | 1 | 3 | 1 | | | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 2 | 1 |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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