Faculty of Humanities

Department of Psychology

Learning Guide

Psychological Assessment
PSY8X07
2023

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 Module name Psychological Assessment

Module code PSY8X07

NQF level 8

Semester Semester 1/ 2023

Module coordinator Prof C van Zyl

Lecturer Prof C van Zyl

Contact information
Department administrative Ms Anita Smyth
assistant C Ring 415
011 559-3653
Module coordinator Prof C van Zyl
C Ring 423
011 559-3353

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Learning Guide PSY8X07
Introduction

Welcome to the module on Psychological Assessment. The purpose of this module is firstly to
introduce you to theoretical concepts and issues related to psychological measurement and
assessment. Furthermore, you will learn how to theoretically apply measures of psychological
assessment and use them as part of a decision-making process. On completion of this module, you
will not only have knowledge about psychological assessment theory, but will also be able to apply
this knowledge in the broad discipline of psychology. The purpose of the learning guide is to support
your learning process. It serves as a map of material available in the different resources. It will give
you an overview of the work at the beginning of each learning unit. The expected outcomes after
having studied the various units are also indicated. You will also find all the necessary information
regarding the administration of the module.

Prescribed resources

Foxcroft, C. & Roodt, G. (Eds.). An introduction to psychological assessment in the South African
context (5th ed.). Cape Town: Oxford University Press.
 Additional reading material may be made available on Blackboard.
 Please note that if you use a different edition, the chapter number and content may vary to the
ones in this guide.

Recommended resources
Furr, R. M., & Bacharach, V. R. (2014). Psychometrics: An Introduction. Sage: California.

Assessments
There is no exam for this module. Your final mark will be based on the following:

 Assignment
Your primary assessment for the module will be one group assignment. The assignment details will
be provided during the first class of the semester and will be posted on Blackboard. The assignment
will contribute 80% towards your final mark for the module.
 Test
In addition to the primary assessment, there will be one multiple choice test that covers content
from several chapters in your textbook. The test will contribute 20% to your overall mark.

More detail about the assessments will be provided in class.

Assessments Date/s Weighting

Assignment Due: 14 April, at 12:00 80%
submit at C Ring 440
Final Mark
Test 22 May 2023 (TBC) 20%

TBA = to be announced.

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Learning Guide PSY8X07
Note:
 An overall minimum average of 50% is required to pass the course

Blackboard
It’s vital to check Blackboard for this course regularly for important information during the semester.
Lecture notes are supplied at the lecturer’s discretion.

Lecture schedule (schedule is subject to change and some lectures might be presented
electronically, but any and all changes will be confirmed on Blackboard, should they arise)

Date Time SU Description Lecturer

13 Feb 10:30 – 13:00 1 Introduction, definitions and relevant Prof. C van Zyl
background
20 Feb 10:30 – 13:00 2 Developing psychological measures
27 Feb 10:30 – 13:00 3 Basic statistical concepts used in
assessment
6 March 10:30 – 13:00 4 Reliability
13 March 10:30 – 13:00 5 Validity
27 March 10:30 – 13:00 6 Domains of assessment
17 April 10:30 – 13:00 7 Domains of assessment
24 April 10:30 – 13:00 7 Domains of assessment
8 May 10:30 – 13:00 8 Factors affecting assessment results
and ethical considerations
15 May 10:30 – 13:00 9 Factors affecting assessment results
and ethical considerations
22 May 10:30 – 13:00 10 The use of assessment measures in
TEST various applied contexts (self-study)

Learning outcomes

Required Reading Outcomes

Study Unit 1  Distinguish between relevant concepts including:
Introduction, definitions and o Tests
relevant background o Assessment measures
o Testing
Foxcroft & Roodt: o Psychological assessment
Chapters 1 o Competency based assessment
Chapter 2  Describe the characteristics of assessment measures
 Understand that assessment is a process
Additional required reading  Discuss the purpose of psychological assessment
may be supplied by relevant  Be knowledgeable about the origins of psychological testing
lecturer (s).  Be able to discuss the development of modern psychological
assessment from an international perspective

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Learning Guide PSY8X07
  Apply knowledge about psychological assessment and testing
to the South African context to determine its applicability and
the role it might play in a democratic society
 Apply knowledge obtained during the lecture to a practical
setting

Study Unit 2  Present an-depth discussion on how psychological

Developing psychological measures are developed.
measures  Know why and how to specify the aim of a psychological
Foxcroft & Roodt: measure
Chapter 6  Know the requirements for writing good items in the
South African context
Additional required reading  Discuss the function of item analysis; ways of doing it; and
may be supplied by relevant how to use these results to create a final item pool
lecturer (s).  Know the steps involved in creating the final version of a
measure
 Understand the significance of reliability and validity as
part of the development process
 Explain which procedures could be used to determine if
the instrument measures what it is supposed to measure.
 Describe essential psychometric properties and item
characteristics that need to be vestigated when
developing a measure.
Study Unit 3  Be able to demonstrate knowledge of basic statistical
Basic statistical concepts concepts and perform certain calculations as well as interpret
used in measurement results.
Foxcroft & Roodt:  Describe the three distinguishing properties of measurement
Chapter 3 levels.
 Describe four different measurement levels.
Additional required reading  Describe different measurement scales.
may be supplied by relevant  Explain what norms are, where it originates from and why it is
lecturer (s). used within the context of psychological assessment.
 Differentiate between, and discuss, the various types of
norms.
 Apply basic knowledge of statistical concepts to transform raw
scores to norms.
Be able to interpret certain norms.
Study Unit 4  Be able to describe what reliable measurement constitutes in
Reliability general
 Explain reliability from a Classical Test Theory perspective
Foxcroft & Roodt:  Provide a list of factors that may cause error in measurement,
Chapter 4 o Including those within the testing environment,
o the respondent
Additional required reading o and the measure itself
may be supplied by relevant  Be able to discuss different ways in which the reliability of a
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Learning Guide PSY8X07
 lecturer (s). psychological measure can be examined.
 List different statistical techniques to compute reliability
coefficients.
 Describe how to create a reliable scale
 Know what constitutes acceptable reliability for different
measures used for different purposes.
 Understand that reliability is not an inherent property of a
measure.
 Be able to compute the SEM for measures with different
reliability coefficients.
 Discuss the implications of the SEM for interpretation of
results.
 Describe the implications of test reliability in South Africa,
especially for imported assessments.
 Explain the relationship between reliability and validity

Study Unit 5  Be able to discuss the concept of validity in detail

Validity  Describe different methods that can be used to examine
claims of validity
Foxcroft & Roodt:  Understand that validity considerations are based on
Chapter 5 convergence of evidence
 Know what statistical concepts and methods underlie
Additional required reading different types of validity studies
may be supplied by relevant  Be able to discuss and differentiate between
lecturer (s). o Content procedures
 Face validity
 Content validity
o Criterion prediction procedures
 Concurrent
 Predictive
o Construct identification procedures
 Factorial validity
 Convergent validity
 Discriminant validity
 Incremental validity
 Differential or criterion group validity
 Discuss the fundamental importance of validity in the
process of psychological measurement

Study Unit 6 Cognitive ability:

Domains of assessment:  Explain what the assessment of cognitive functioning is and
Cognitive ability and discuss the role of the administrator of such instruments
personality & wellbeing during the psychological assessment process.
 Differentiate between, and present in-depth discussions on,

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Learning Guide PSY8X07
 Foxcroft & Roodt individual and group tests/instruments of ability.
Chapter 10  Distinguish between ability and achievement
Chapter 12 tests/instruments.
Chapter 11  Critically assess the role of IQ in the testing of ability.
 Identify and comprehensively discuss the ethical issues related
Additional required reading to ability testing.
may be supplied by relevant  Critically discuss culture-reduced testing in the assessment of
lecturer (s). ability.
 Apply their knowledge to determine whether a measurement
of ability is suitable for use or not.
 Critically discuss the following measures of ability:
o The Wechsler Adult Intelligence Scale
o Raven’s Progressive Matrices
o Differential Aptitude Tests
Personality:
 Conceptualise personality and personality assessment.
 Differentiate between objective and projective measures of
personality.
 Critically discuss the objective personality measures used in
the South African context.
 Critically discuss the projective personality measures as
applied in South Africa.
 Critically differentiate between trait and type approaches to
personality
Wellbeing:
 Understand wellbeing as broad concept in psychology
 Understand the impact of wellbeing in the world of work.
 Name and describe the assessment tools that can be
utilized to measure various constructs related to
wellbeing.

Study Unit 7 Cognitive ability:

Domains of assessment:  Explain what the assessment of cognitive functioning is and
Cognitive ability and discuss the role of the administrator of such instruments
personality & wellbeing during the psychological assessment process.
 Differentiate between, and present in-depth discussions on,
Foxcroft & Roodt individual and group tests/instruments of ability.
Chapter 10  Distinguish between ability and achievement
Chapter 12 tests/instruments.
Chapter 11  Critically assess the role of IQ in the testing of ability.
 Identify and comprehensively discuss the ethical issues related
Additional required reading to ability testing.
may be supplied by relevant  Critically discuss culture-reduced testing in the assessment of
lecturer (s). ability.
 Apply their knowledge to determine whether a measurement
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Learning Guide PSY8X07
 of ability is suitable for use or not.
 Critically discuss the following measures of ability:
o The Wechsler Adult Intelligence Scale
o Raven’s Progressive Matrices
o Differential Aptitude Tests
Personality:
 Conceptualise personality and personality assessment.
 Differentiate between objective and projective measures of
personality.
 Critically discuss the objective personality measures used in
the South African context.
 Critically discuss the projective personality measures as
applied in South Africa.
 Critically differentiate between trait and type approaches to
personality

Wellbeing:
 Understand wellbeing as broad concept in psychology
 Understand the impact of wellbeing in the world of work.
 Name and describe the assessment tools that can be utilized
to measure various constructs related to wellbeing.

Study Unit 8 Cognitive ability:

Domains of assessment:  Explain what the assessment of cognitive functioning is and
Cognitive ability and discuss the role of the administrator of such instruments
personality & wellbeing during the psychological assessment process.
 Differentiate between, and present in-depth discussions on,
Foxcroft & Roodt individual and group tests/instruments of ability.
Chapter 10  Distinguish between ability and achievement
Chapter 12 tests/instruments.
Chapter 11  Critically assess the role of IQ in the testing of ability.
Additional required reading  Identify and comprehensively discuss the ethical issues related
may be supplied by relevant to ability testing.
lecturer (s).  Critically discuss culture-reduced testing in the assessment of
ability.
 Apply their knowledge to determine whether a measurement
of ability is suitable for use or not.
 Critically discuss the following measures of ability:
o The Wechsler Adult Intelligence Scale
o Raven’s Progressive Matrices
o Differential Aptitude Tests
Personality:
 Conceptualise personality and personality assessment.
 Differentiate between objective and projective measures of

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Learning Guide PSY8X07
 personality.
 Critically discuss the objective personality measures used in
the South African context.
 Critically discuss the projective personality measures as
applied in South Africa.
 Critically differentiate between trait and type approaches to
personality

Wellbeing:
 Understand wellbeing as broad concept in psychology
 Understand the impact of wellbeing in the world of work.
 Name and describe the assessment tools that can be utilized
to measure various constructs related to wellbeing.

Study Unit 9  Present an in-depth discussion on the application of

Administration, psychological assessment in an institutional context.
interpretation and report  Discuss different methods of protocol interpretation.
writing  Know the basic elements and requirements of an integrated
Foxcroft & Roodt report.
Chapter 9
Chapter 16

Study Unit 10  Understand how the individuals’ context impacts on

Factors affecting assessment assessment results.
results and ethical  Understand how variations in administering a measure
considerations impacts on assessment performance.
 Understand the factors to consider when interpreting
Foxcroft & Roodt: variations in test scores.
Chapter 17  Explain how characteristics of the assessment practitioner can
Chapter 8 - Section 8.3 (117 impact on assessment performance.
– 120)  Explain how characteristics of the test-taker impact on
assessment performance.
Additional required reading  Understand the impact of cheating on test performance and
may be supplied by relevant how to detect and combat it.
lecturer (s).  Understand how bias impacts on the validity of assessment
results.
 Identify and discuss the ethical issues related to the use of
psychological assessment.

Study Unit 11 (Self-study)  Provide an overview of the applied contexts discussed in this
Use of assessment measures unit.
in various applied contexts  Discuss measuring instruments and possible assessment
Foxcroft & Roodt: batteries within each of these applied contexts.
Chapter 15  Identify an applied context from a case study.

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Learning Guide PSY8X07
 Chapter 17  Explain how psychological assessment is applied in industry.
 Explain what developmental assessment is, what functions are
Additional required reading assessed, and the different types of measures used.
may be supplied by relevant  Explain how assessment measures are used in education
lecturer (s). contexts.
 Understand how psychological assessment is used for psycho-
diagnostic purposes in a variety of contexts, including psycho-
legal areas.
 Discuss assessment in a career counselling context.

APA referencing guidelines

The University of Johannesburg (UJ) Psychology Department utilises APA 7th edition referencing
guidelines. Below are some resources that you can access to further assist you:
APA Style
https://apastyle.apa.org/

Plagiarism
Definition of Plagiarism
In simple terms, plagiarism is stealing another person’s ideas or work without permission or
acknowledgement in the form of referencing. These include, images, phrases, article, journal,
assignment, dissertation, or any other formal work that has been published.

The University of Johannesburg Stance on Plagiarism

 No form of plagiarism is acceptable at the University of Johannesburg.
 It is the responsibility of the student to understand the definition of plagiarism and avoid
plagiarism at all cost. Therefore, ignorance is not necessarily a defence against plagiarism.
 The University and its students have a reciprocal responsibility on the one hand to educate
and on the other to learn about plagiarism.
 The University has a responsibility to take steps to ensure that students understand what
plagiarism is and how to avoid it, and students have a responsibility actively to apply
themselves in this regard.
 No case of plagiarism shall go without a formal response and will be investigated by the
departmental disciplinary body together with Faculty Plagiarism Committee or the Student
Disciplinary Committee respectively, depending on the case.

Examples of Plagiarism
There are several ways in which one can plagiarise. The table below summarises common types of
plagiarism.
Type

Clone An act of submitting another’s work, word-for-word, as one’s own.

Ctrl-c A written piece that contains significant portions of text from a single
source without alterations.
Find–replace The act of changing key words and phrases but retaining the essential
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Learning Guide PSY8X07
 content of the source in a paper.
Remix An act of paraphrasing from other sources and making the content fit
together seamlessly.
Recycle The act of borrowing generously from one’s own previous work without
citation (to self-plagiarize).
Hybrid The act of combining perfectly cited sources with copied passages—without
citation—in one paper.
Mashup A paper that represents a mix of copied material from several different
sources without proper citation.
404 error A written piece that includes citations to non-existent or inaccurate
information about source
Aggregator The “Aggregator” includes proper citation, but the paper contains almost no
original work.
Re-tweet This paper includes proper citation but relies too closely on the text’s
original wording and/or structure.

Source: https://www.plagiarism.org/plagiarism-101/types-of-plagiarism/

How to Avoid Plagiarism

 Avoid copying and pasting!
 Use citations and reference your work!
 Use Turnitin.

Turnitin: Brief Explanation

Turnitin is generally known as a plagiarism tool detector. Although, it is more an originality or
similarity checker. It compares the work submitted with previously published academic papers,
dissertations or reports with yours for similarities.
When an assignment is submitted, Turnitin scans the written work and produces two things:
A similarity score – which is expressed as a percentage (%) out of 100, indicating how much your
work matches other sources.

The possible similarity indices range as follows:

- Blue = no matching text
- Green = one word to 24% matching text
- Yellow = 25-49% matching text
- Orange = 50-74% matching text
- Red = 75-100% matching text

A percentage range close to 100% indicates that your work is ‘fully similar’ and 0% indicates that no
similarity has been detected.
An originality report – which identifies each exactly where the match is found and supplies detail of
the original source.
A 20% similarity index is acceptable in the Department of Psychology across undergraduate and
postgraduate degrees.

Procedures of Reporting Plagiarism

There are several structures involved in reporting plagiarism: the lecturer, department, Faculty of

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Learning Guide PSY8X07
Humanities Plagiarism Committee and the Student Disciplinary Committee.

The lecturer involved first consults with

colleagues within the Department of
Psychology (including the Head of
Department) to assess the magnitude of the
offence (plagiarism).

Where the student has been found guilty of If an offence is deemed serious, then this
extensive plagiarism, the FHPC will structure in 3.1. will report the matter to
involve the Student Disciplinary the Faculty of Humanities Plagiarism
Committee, to decide on appropriate Committee (FHPC), where a case will be
disciplinary action. laid.

The Faculty of Humanities Plagiarism Committee

will then assess the case in terms of the merits and
extend of plagiarism committed by the student.
Based on the evidence provided by the Department
of Psychology, the Faculty of Humanities will
decide on whether to confirm plagerism or
disconfirm that reportable/serious plagiarism has
occurred. Following which disciplinary procedure
may be instituted.

Responses to Plagiarism
The following factors are usually considered before a student is charged with a plagiarism offence:
 The student’s history with plagiarism and other formal academic disciplinary penalties or
academic misconduct.
 The level of the student in effort to judge whether the student can be expected to have
understood and avoided the plagiarism that has occurred.
 The extent of the plagiarism and consistency with existing practice on such cases and
previous decisions within the Faculty and University.
 The recommendation of other committees or academic staff involved in the case.

Consequences of Plagiarism
If the student if found guilty of plagiarism the following may be applied, depending on the severity of
the matter:
 A mark of zero for the assignment or work in question.
 Deregistration from module.
 Suspension for one academic year
 Expulsion
In cases where the student has not extensively plagiarised, the department has the right apply the
following:
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Learning Guide PSY8X07
  Allowing the student to rectify the work and resubmit.
 Capping the mark for that assignment at a certain level, e.g., 50% or zero, or whatever the
lecturer deems necessary.

Grievance Procedures for Students

As a final year student you are expected to be able to follow procedures, solve problems and
manage conflict. Please note that lecturers may take up to 72 hours to respond to emails, exercise
patients in this regard.
The Faculty of Humanities grievance procedure should be followed in case of any dissatisfaction or
grievance. Therefore, firstly, if you experience any problems in this module, please contact the
module coordinator as soon as possible so that we can find an appropriate solution. If a satisfactory
agreement is not reached, then, secondly, you may consult with the Head of the Department, if
unsatisfied with the resolution your matter can be escalated to the Deputy Dean or with the Dean
of the Faculty.

Reasonable Accommodations
We are aware that there are challenges for some students in accessing and using Blackboard with
the continued use of online platforms. While we as a university community are still attempting to
adjust to these new conditions we would like to encourage students with disability requiring
reasonable accommodations to make contact with the module coordinator at the start of the
course. This will ensure that you receive the appropriate support needed throughout the course. For
further support please contact the Diversity & People with Disabilities Centre at PsyCaD
[email protected].

Student Support Services

Support at UJ Contact Details
PsyCaD 24 Hour Crisis Line: 0800 777 000
APB (011) 559 1318
APK (011) 559 3324
DFC (011) 559 6042
SWC (011) 559 5752
Diversity & People With Disabilities Contact PsyCaD or e-mail directly
at [email protected]
APB 011 559 1238
Campus Health Clinics APK 011 559 3837
DFC 011 559 6544
SWC 011 559 5571
Protection Services APK (011) 559 2555
APB (011) 559 1312
SWC (011) 559 5555

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Learning Guide PSY8X07
 DFC (011) 559 6450
Library APK (011) 559 2171
APB (011) 559 1293
SWC (011) 559 5666
DFC (011) 559 6752
CAT APK (011) 559 3580
ADC Writing Centre APK (011) 559 2568
APB (011) 559 1646
SWC (011) 559 6595
DFC (011) 559 5652
ADC Learning Development Unit APK (011) 559 2568
APB (011) 559 1646
SWC (011) 559 5654
DFC (011) 559 6633

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Learning Guide PSY8X07