2024
Psychological Assessment in Educative Contexts
Name: Psychological Assessment in Educative Contexts
Code: PSI13145M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Sustainable Development Goals
Learning Goals
1- To know and apply advanced models of psychological assessment directed to Education.
2- To understand the complexity of the architecture of psychological assessment considering the different stages of the assessment process.
3- To show the necessary understanding for a thorough and critical study of practices and instruments of psychological assessment in different application contexts in Education.
4- To show practical competences of psychological assessment.
5- To acquire interpretative notions of psychological assessment and skills regarding decision making in psychological assessment.
6- To elaborate, write and communicate assessment reports.
7- To understand the ethical and deontological issues of psychological assessment processes
8 -To develop research skills
9 - To develop ethical competencies and respect for diversity.
10- To develop reflective, critical, self-evaluation and autonomy skills
2- To understand the complexity of the architecture of psychological assessment considering the different stages of the assessment process.
3- To show the necessary understanding for a thorough and critical study of practices and instruments of psychological assessment in different application contexts in Education.
4- To show practical competences of psychological assessment.
5- To acquire interpretative notions of psychological assessment and skills regarding decision making in psychological assessment.
6- To elaborate, write and communicate assessment reports.
7- To understand the ethical and deontological issues of psychological assessment processes
8 -To develop research skills
9 - To develop ethical competencies and respect for diversity.
10- To develop reflective, critical, self-evaluation and autonomy skills
Contents
1. Conceptualization and uses of Psychological assessment in contexts of Education
1.1 Models of psychological assessment
1.2 Validity of psychological assessment processes
1.3 Psychological assessment as a a process based in multiple evidences versus assessment as testing
2. Thorough and critical study of methods and techniques of psychological assessment
2.1 The architecture of psychological assessment instruments
2.2 Observation checklists and protocols in Education
3. Assessment of relevant areas in education
3.1 Assessment of intelligence
3.2 Assessment of personality, self-esteem and self-concept
3.3 Assessment of behavior
4. Elaboration of psychological assessment reports
1.1 Models of psychological assessment
1.2 Validity of psychological assessment processes
1.3 Psychological assessment as a a process based in multiple evidences versus assessment as testing
2. Thorough and critical study of methods and techniques of psychological assessment
2.1 The architecture of psychological assessment instruments
2.2 Observation checklists and protocols in Education
3. Assessment of relevant areas in education
3.1 Assessment of intelligence
3.2 Assessment of personality, self-esteem and self-concept
3.3 Assessment of behavior
4. Elaboration of psychological assessment reports
Teaching Methods
lasses will be organized into theoretical-practical sessions and laboratory practices. Multiple methods are privileged: expository followed by debate and active methodologies involving fieldwork (observations), research, role-play, debates and discussion of work. There will be practical work to be carried out individually and in groups.
Continuous and exam assessment will include practical group work with individual reflection (which includes the application of psychological tests, updated research on the tests, their application, quotation, report writing and communication of results) and theoretical work -practice on a topic, and a test on the entire subject. The practical and theoretical-practical assignments are valued at 35% each and the test at 30% of the final grade, whether in the continuous assessment or in the exam regime. In the exam regime, practical work can be replaced by a practical exam that contributes to 70% of the final grade, with the test valued at 30%.
Continuous and exam assessment will include practical group work with individual reflection (which includes the application of psychological tests, updated research on the tests, their application, quotation, report writing and communication of results) and theoretical work -practice on a topic, and a test on the entire subject. The practical and theoretical-practical assignments are valued at 35% each and the test at 30% of the final grade, whether in the continuous assessment or in the exam regime. In the exam regime, practical work can be replaced by a practical exam that contributes to 70% of the final grade, with the test valued at 30%.
Assessment
Continuous and exam assessment will include practical group work with individual reflection (which includes the application of psychological tests, updated research on the tests, their application, quotation, report writing and communication of results) and theoretical work -practice on a topic, and a test on the entire subject. The practical and theoretical-practical assignments are valued at 35% each and the test at 30% of the final grade, whether in the continuous assessment or in the exam regime. In the exam regime, practical work can be replaced by a practical exam that contributes to 70% of the final grade, with the test valued at 30%.
Teaching Staff (2023/2024 )
- Adelinda Maria Araújo Candeias [responsible]
