Assessment in Psychology (VPUPK_415)
About Study Course
Objective
The aim of the study course is to deepen students’ ability to make qualitative, fair and digitally secure decisions in psychological assessment by analysing measurements, data and research conclusions in an academic and research context on the basis of international psychological testing standards (AERA/APA/NCME, ITC, EFPA), as well as to develop practical academic competences by developing a structured learning portfolio with four thematic applications (modules/“ City blocks”) without carrying out professional psychological assessment, diagnostics or providing psychologist opinions, and recognising the limits of bachelor level competence.
Prerequisites
General psychology, cognitive psychology, personality psychology, developmental psychology, basics of psychological assessment, psychometrics.
Learning outcomes
1.1. Describe the basic principles of international standards (AERA/APA/NCME; ITC; EFPA) relating to the use of tests, measurement quality, fairness and digital testing.
2. Explains the rationale of the validity reasoning (“evidence for use”), the reliability interpretation and the impact of the measurement error on the conclusions.
3. Explains the concepts of fairness/equivalence and the typical risks of prejudice and inequality (culture, language, accessibility, digital divide).
4. Describes security aspects of digital testing (identity verification, fraud risks, data flows and storage, platform security) and mitigation approaches.
1.1. Evaluate the quality of the instrument/method by structuring the validity/reliability evidence and specifying limitations (based on standards).
2. Analyse and justify the risks of equity/equivalence in a specific scenario by formulating the principle “risk → effect → mitigation”.
3. Develop a digital testing checklist or draft minutes (identity, security, data protection, availability) and justify the choices.
4. Prepare an academic summary of the use of the measurement in a learning/research context (objective, instrument, quality, fairness, digital risks, limits of interpretation).
1.1. Reasoned decisions on the suitability of the instrument/method for an academic purpose shall be taken on the basis of standards and evidence and clearly stating “what cannot be concluded”.
2. Demonstrates responsibility for incorporating fairness principles into measurements (accessibility, cultural/conceptual equivalence, digital divide) by offering realistic mitigation steps.
3. Demonstrate observance of professional boundaries: distinguishes academic evaluation from professional psychological research and evaluation; identify situations where a certified psychologist/supervisor is required.
