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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 355"
COURSE NAME: "Foundations of Psychological Assessments"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Nicola Petrocchi
EMAIL: [email protected]
 HOURS: MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisites: PS 301 or permission of instructor
OFFICE HOURS:
COURSE DESCRIPTION:
This course provides a comprehensive overview of psychological assessment, encompassing both traditional and emerging areas. Students will develop a foundational understanding of how psychometric principles (e.g., norms, reliability) apply to psychological assessment. They will become familiar with basic principles in test administration, scoring, and interpretation, and will explore ethical and cultural considerations in assessment practice. The course will examine assessments in key domains, including personality, intelligence, and neuropsychological functioning, as well as in specialized areas (e.g., forensic, personnel selection).
SUMMARY OF COURSE CONTENT:

The first part of the course will focus on the historical foundations of psychological testing and on the application of concepts such as standardization, norms, reliability, and validity, to psychological assessments. In the second part, students will be introduced to the administration, scoring and interpretation of various assessments, with particular focus on those addressing personality, intelligence, and neuropsychological functioning. The importance of ethical and culturally sensitive assessment practice will be emphasized. Complementing the lecture material, students will gain practical experience with psychological assessments through simulations and the application of selected tests and techniques. 
LEARNING OUTCOMES:

Upon successful completion of this course, students will be able to:

Understand the historical and theoretical foundations of psychological assessment. (LOS 1)

Administer, score, and interpret various types of assessments. (LOS 2)

Critically analyze assessment results and formulate recommendations. (LOS 3)

Apply ethical principles to the assessment process. (LOS 4)

Understand the applications of psychological assessment in diverse settings (LOS 5).
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Psychological Testing: A Practical Introduction (4th ed.) (2021). Hogan, T. P. John Wiley & Sons IncISBN-10:111950693X ISBN-13:978-1119506935  Ebook  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
TestsEach midterm exam will consist of a mix of multiple-choice questions (to assess your understanding of core concepts and theoretical models) and short essay questions (to evaluate your ability to apply assessment reasoning and critically reflect on psychological testing and evaluation processes). The content will be drawn from lectures, readings, and case-based discussions. You will be expected to demonstrate not only knowledge of assessment terminology and methods but also the ability to select, interpret, and integrate test results for psychological evaluation. 75%
Assessment ReportsStudents will participate in simulations of psychological assessments, applying selected tests and techniques learned in class. Based on these simulations, students will write comprehensive reports, demonstrating their ability to integrate theory and practice in assessment scenarios.15%
Test Exploration and Class PresentationFor this assignment, you will choose a psychological construct that has captured your interest and identify a test designed to measure it. In class, you will present the test by explaining what it measures, its theoretical background, and the studies conducted on its reliability and validity. You are expected to critically evaluate whether the test is scientifically solid, highlight its strengths and limitations, and reflect on possible improvements or controversies surrounding its use. If the test is short and appropriate, you may also administer it to your classmates to stimulate discussion on their results and on the broader implications of psychological assessment.10%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Week 1: Introduction to Psychological Assessment

  • Overview of the course
  • What is psychological assessment? 
  • Purposes and applications of assessment

 

Week 2: History and Foundations of Psychological Assessment

  • Early developments in psychological assessment
  • Key figures and their contributions
  • Theoretical foundations of assessment

 

Week 3: Basic Concepts of Psychometrics and Measurement

  • Scales of measurement
  • Types of scores
  • Frequency distributions and score interpretation

 

Week 4: Standardization and Norms

  • Importance of standardization
  • Types of norms
  • Interpreting test scores using norms

 

Week 5: Reliability and Validity of Assessment Instruments

  • Concepts of reliability and validity
  • Types of reliability and validity
  • Factors affecting reliability and validity

 

Week 6: Ethical and cultural Issues in Psychological Assessment

  • Ethical principles and guidelines
  • Competence and informed consent
  • Confidentiality and test security
  • Cultural bias

 

Week 7: Review and Test 1 (covering Weeks 1-6)

Week 8: Instruments for Intelligence Assessment (+Assessment Report)

  • Theories of intelligence
  • Wechsler intelligence scales
  • Other intelligence tests
  • Strenghts & limitations of intelligence testing

 

Week 9: Neuropsychological Assessment Techniques (+Assessment Report)

  • Assessment of cognitive functions
  • Interpretation of neuropsychological test results

 

Week 10: Objective and Projective Personality Tests (+Assessment Report)

  • Objective personality tests
  • Projective personality tests
  • Strengths and limitations of each approach

 

Week 11: Assessment in Clinical Psychology (+Assessment Report)

  • Assessment of mental disorders
  • Diagnostic interviews
  • Behavioral assessment

 

Week 12: Review and Test 2 (covering Weeks 8-11)

Week 13: Assessment in Personnel Selection

  • Job analysis and competency modeling
  • Selection tests and interviews
  • Performance appraisal
  • Ethical and legal considerations

 

Week 14: Specialized Applications of Psychological Assessment

  • Forensic assessment
  • Educational assessment
  • Health psychology assessment

 

Week 15: Final Exam (covering all semester content)