Syllabus in Projective Technique

8/4/2019 Syllabus in Projective Technique

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COTABATO MEDICAL FOUNDATION COLLEGE, INC.Quezon Avenue, Midsayap Cotabato

COURSE SYLLABUS

I. COURSE N0. : GC 43

II. COURSE TITLE : ASSESSMENT AND PROJECTIVE TECHNIQUES

III. CREDITS : 3 (three) unitsIV. COURSE DESCRIPTION :

This course is an overview of the theoretical and applied training in assessment and projective techniques useful in counseling. This will examine historical, theor

psychometric, administrative, multicultural, and ethical issues of assessment. Students will explore various instruments utilized in the counseling profession. This is also to fam

students with a variety of assessment and measurement techniques and tests. This course will focus mainly on principles of psychological measurement and assessment and pro

techniques. The course will also discuss the basic concepts concerning the construction, purpose and choice of assessments. It deals with the actual administration, scori

interpretation of selected psychometric instruments and projective techniques. Moreover, having experiential knowledge with a diverse array of assessment techniques should

invaluable when choosing the more appropriate assessment tool or measurement device for a given client or situation.

V. COURSE OBJECTIVES :

GENERAL OBJECTIVE:

At the end of the term, students will be able to select appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awarene

cultural bias in the implementation and interpretation of assessment protocols.

SPECIFIC OBJECTIVES:

At the end of the semester, the students must be able to:

COGNITIVE:

1. Examine critically the historical, ethical and legal bases of assessment and their theoretical foundation.

2. Develop a thorough understanding of assessment and its terminology practical knowledge of assessment as it relates to counseling and other helping professions

3. Analyze the principles and procedures of assessment and testing.

AFFECTIVE:

1. Display the importance of ethics in assessment.

2. Appreciate the strategies used for selecting, administering, interpreting, and using assessment and evaluation instruments and techniques.

PSYCHOMOTOR:

1. Develop skill and competence in administering, scoring and interpreting various assessment tests and projective techniques.

2. Demonstrate knowledge in developing a coherent, integrative, and soundly written assessment reports .

3. Relate and actualize knowledge learned to future profession and practice



IX COURSE CONTENT

VALUES

INTEGRATED

SUBJECT MATTER SPECIFIC OBJECTIVES TEACHING

STRATEGIES/

METHODOLOGY

INSTRUCTIONAL

MATERIALS

EVALUATION TIME

FRAME

EXPECTED

OUTPUT

Understanding

history

Appreciation

of Assessment

Responsibility

Research Skills

UNIT I.

Historical Perspectives

Concerning the Nature and

Meaning and Purpose of Assessment

Ancient history

20th Century

Current perspectives

Students will be able to:

1 Trace the origin and

development of assessment

2 Identify the meaning of

and/or define

“assessment”

2 Categorize examples of

the use of assessment for

the purposes of (a)

placement/selection, (b)

prediction, (c)description/

diagnosis, and (d)systematic information.

instrument.

3 Differentiate correct

and incorrect statements

regarding important

historical and current

perspectives related to

assessment in counseling.

Lecture-

Discussion

Reference books

Handouts on Current

Trends in assessment

Quiz

Oral Recitation

3 hours Students have been

to:

1 Traced the origin adevelopment of

assessment

2 Identified the mea

of and/or defined

“assessment”

2 Categorized exam

the use of assessme

the purposes of (a)

placement/selection

prediction, (c)descridiagnosis, and (d)

systematic informat

3 Differentiated corr

and incorrect statem

regarding important

historical and curren

perspectives related

assessment in couns

Understanding

Respect

Analytical

UNIT II.

Assessment with Diverse

Populations

Gender

Sexual Orientation


1 List and/or identify

examples of bias in

assessment

2 Discuss and/or identify

Lecture

Discussion

Presentation

Reference books

Articles and Journals

Quiz

Assignments

Group Discussion

3 hours 1 Listed and/or iden

examples of bias in

assessment

2 Discussed and/or



Ethnicity

Language

Disability

Culture

Spirituality

and other factors

related to the

assessment and

evaluation of

individuals, groups,and specific

populations

the effects of age, gender,

sexual orientation,

ethnicity, disability,

culture, spirituality, time

perspective, motivation,

language, examiner bias,

etc. on assessment in a

diverse society.

3 Evaluate claims madefor “culture free” and

“culture fair”

assessments.

identified the effect

age, gender, sexual

orientation, ethnicit

disability, culture,

spirituality, time

perspective, motivat

language, examiner

etc. on assessment i

diverse society.

3 Evaluated claims m

for “culture free” an

“culture fair” assess

Respect

Confidence

UNIT III.

Ethical and legal

considerations



ethical practices related

to assessment.

2 Explain and/or identify

appropriate legalstandards related to

assessment

Lecture

Introspection

Discussion

Seatwork

Debate

3 hours

1 Discussed and/or

identified ethical pra

related to assessme

2 Explained and/or

identified appropria

legal standards relatassessment

Accuracy

Honesty

UNIT IV.

Standardized and Non-

standardized assessment

techniques

Norm-references

assessment

Performance

Assessment

Individual and Grouptest and Inventory

methods

Psychological Testing

Computer-Managed


1. Identify basic concepts

of standardized and non-

standardized testing and

other assessment

techniques

2 Identify and/or

generate correct

statements regarding the

use of stratified random

sampling to establish

norm groups.

Lecture-

Discussion



/ Computer-Assisted

Methods

Measures for specific

purposes

Intelligence andscholastic ability

tests

Aptitude tests

Achievement tests

Career and

employment

assessment

Personality

assessment

Clinical Assessment


advantages and

disadvantages of

questionnaires and

behavioral observations

as sources of assessment

information.

4 Identify and/or explain

the roles of non-structured and structured

interviews in assessment.

5 Identify and/or discuss

advantages and

limitations of computer

applications in

assessment.

1 explain the use and

considerations ininterpreting intelligence

and scholastic ability tests

and their results

2 discuss the use of

aptitude tests and

achievement tests used in

education

3 identify and explain the

different career and

employment assessments

being utilized in career

planning, education, and

counseling and its

purpose



4 Explore other

assessment tools and

techniques being used in

counseling

UNIT V.

The Assessment Process

Technical Qualities

of Measures

Reliability

Validity


1 Label statistical

concepts, including scales

of measurement,

measures of centraltendency, indices of

variability, shapes and

types of distributions, and

correlations;

2. Describe reliability (i.e.,

theory of measurement

error, models of

reliability, and the use of

reliability information);

3. Describe validity (i.e.,evidence of validity, types

of validity, and the

relationship between

reliability and validity);

UNIT VI

Types and Interpretation of

scores


1 Apply and/or identify

criteria for selection,

administration, scoring,

and interpretation of

assessment tools.

2 Define and contrast

obtained score, true

score, and raw score.

3 Define and/or apply age



equivalents, grade

equivalents, and

percentile, decile, and

quartile scores.

4 Compute a z-score for

an obtained score.

5 Given the appropriate

derivation formulacompute derived

standard scores from

standard z scores. Also,

given the appropriate

formula, identify the

mean and standard

deviation of the

derived score distribution.

CompetencyAnalytical

Ability

Organization

Resourceful-

ness

UNIT VIII.

Test Administration andInterpretation

Personality Assessment:

Objective Personality Tests

General Principles of

Test Administration

Guidelines for Test

Administration

General Principles in

Scoring and

Interpretation


1 Present the correct

procedure in test

administration, scoring

and interpretation.

2 Apply the ethical issues

concerning the use of

tests

Diligence

Organization

UNIT IX.

Psychometric Workshop

(Mental Ability


1 Connect the different



Resourceful-

ness

Patience

Tests – Verbal)

1. SRA Verbal Form A (SRA)

2. MD5 Mental Ability Test

(MD5)

(Mental Ability Test

– Non-Verbal)

3. Culture Fair Intelligence

Test Scale 3 (CFIT)

4. Ravens Progressive

Matrices (RPM) (Mental Ability Test

– IND.)

5. WAIS III

6. WISC III

(Aptitude &

Achievement Test)

7. Differential Aptitude

Tests (DAT)

8. Otis Lennon School Ability

Test (OLSAT)

9. Flanagan Intelligence Test

(FIT) (Personality Test)

10. 16 Personality Factors

(16PF)

11. Emotions Profile Index

(EPI)

12. Brainard Occupational

Preference Inventory (BOPI)

(Filipino Made

Tests)

13. Filipino Work Values

Scale (FWVS)

14. Panukat ng Katalinuhang

Pilipino (PKP)

15. Filipino Work

Personality Inventory (FWPI)

16. Aggression Inventory

psychometric instruments

commonly used in the

educational, industrial,

and clinical setting

2 Employ the different

psychometric instruments

commonly used in the

educational, industrial,

and clinical setting



Scale for Adolescents (AISA)

Diligence

Organization

Resourcefulne

ss

Patience

UNIT X.

Projective Techniques

Workshop

1. Sack’s Sentence

Completion Test (SSCT)

2. Draw-a-Person Test

(DAPT)3. House Tree Person (HTP)

4. The Hand Test

5. Bender Visual Motor

Gestalt Test (BVMGT)


1 familiarize with the

nature and use of the

projective tests.

2 Experience the use of

projective tests inassessing personality

3 Value and appreciate

the use of projective

techniques and

assessment in counseling

Knowledge

Analytical

Ability

Organization

Objectivity

UNIT G. Reporting Test

Results

1. Preparation of Test

Profiles2. Preparation of

Assessment Reports


1 Distinguish the methods

of reporting test results

Lecture-

Discussion

Group

Presentation

Syllabus in Projective Technique

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