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Talk to an Expert| Category | Assignment | Subject | Psychology |
|---|---|---|---|
| University | Sunway University (SU) | Module Title | PSY2074 Psychological Testing |
This module teaches the principles of psychological testing and measurement with an emphasis on psychometric theories and principles, fundamental psychometric concepts and how assessment techniques are commonly used in a variety of settings.
The goal of this subject is to teach the principles of psychological tests and measurement with an emphasis on psychometric theories and principles. This is an introductory subject that begins with a review of fundamental psychometric concepts and principles. The subject provides a comprehensive coverage of the full array of assessment techniques commonly used in modern psychological settings.
On completion of the course, you will be expected to show proficiency in the following areas:
CLO 1: Analyse the theoretical concepts in psychometrics in the main branches of applied psychology
CLO 2: Practice research skills (research design, data collection, data analysis and interpretation) in validation and reliability study
CLO 3: Conduct psychological instruments using evidence-based reasoning while considering ethical implications, contextual factors, and potential biases
The main teaching tools used in this subject are:
The delivery of this course is basically divided into two main parts: lecture and practical class. Students are encouraged to attend all classes. Slides used in lectures are based on the material in the subject textbook. Students will need to read the textbook to gain a full understanding of the subject matter, and not rely on notes based on the slides used in lectures.
Attendance at all practical class is required. Failure to attend a practical class will result in a student not obtaining the information required to complete the practical assignment. These discussion and practice questions are designed to help you appreciate the issues raised in this course in order to form your own opinions and arguments that will be very useful in your exams and in life.
Assessment for this subject will be based:
CLO 1- Final exam (50%)- TWO short-answer questions and 30 multiple choice questions
CLO 2- Validation report (30%)- (due date: Week 14, 5th August 2026 Wed, 4pm) individual report
CLO 3- Performance and verbal test report (20%)- pair work (due date: Week 9 29 June 2026 Mon, 4pm
The purpose of this report is for students to gain experience in designing a validation study, through administrating, scoring, analysing and interpreting the psychometric properties of the self-developed School Readiness Scale (SRS), the Brief Early Skills and Support Index (BESSI; Hughes, 2015); and Child Behavior Questionnaire Very Short Form (CBQ-VSF; Putnam & Rothbart, 2026).
These measures are commonly used in applied psychology settings. However, it is important to understand that psychological test results should always be interpreted alongside other relevant information about the individual. Therefore, the results obtained in this practical activity do not represent a formal or valid psychological assessment of any individual.
All measures used in this practical are in the public domain or available for academic use.
Practical 1: Selecting Suitable Measures & Designing a Validation Study
In this session, you will learn about basic principles of test development and validation and how to select appropriate psychological measures for a research question. Through group discussion, you will evaluate measurement tools used in research, identify the strengths and limitations of different measures and select suitable instruments for your study.
You will then design a validation study for the School Readiness Scale (SRS), including sampling strategy, administration procedures.
Each student will administer the SRS using SurveyMonkey (link provided by lecturer). You are required to administer the same questionnaire to the same participants again one week later to assess test–retest reliability
(Please refer to the “Important Note” for ethical considerations.)
Practical 4: Data Entry and Data Cleaning
Each student will transfer the master dataset (provided by lecturer). In this practical class, you will organise and label variables correctly check for errors and clean the dataset. This step ensures your data is ready for analysis.
Practical 5 & 6: Scoring and Data Analysis
You will compute scores for each measure (SRS, BESSI, CBQ-VSF) and analyse the data using SPSS/ JAMOVI / R. You will learn how to calculate relevant statistics such as evaluate validity and reliability
Practical 7: Interpretation and Report Writing
In this session, you will interpret your findings and write your Validation Report
Introduction (20%): Introduction to School Readiness Scale
Define school readiness and explain why school readiness is an important construct in educational psychology. Then, identify research gaps in existing school readiness measures
In Malaysia. Introduce School Readiness Scale (SRS) and its purpose. You should define validity and reliability in psychological assessment and clearly state the types of validity and reliability examined in this report.
Methods (15%):
Description of measurement (15%): Provide a clear description of all THREE measures used. For each measure, include author(s) / developer, purpose of the scale, subscales (if applicable), number of items, response format (e.g., Likert scale), scoring method, reported reliability and validity from previous studies.
Results (25%):
Demographic Information (10%). Present participant information in a clear table format.
Validity and reliability of the measures (15%) Report and interpret the psychometric properties of SRS
Validity (8 marks)
Reliability (7 marks)
Discussion and implication (35%)
Interpretation of Findings (15%): What do the relationships between SRS, BESSI, and CBQ-VSF suggest about school readiness. Are the results consistent with past studies?
Implications (15%): What do your findings suggest about using the SRS to assess or predict school readiness? Why is this important in real-world settings (e.g., parents, schools)?
Limitations and Future Directions (5%)
Conclusion (5%):
Summarize the key points discussed and overall validity and reliability of the SRS.
Word limit: 1500 words (excluding table and references)
Important note:
Failure to collect data with valid timestamps by the deadline will result in a grade cap of 35% for the assignment (equivalent to 10.5 out of 30 marks).
Without sufficient data, you will not be able to proceed with:
Data fabrication (making up data or altering data) is considered a serious form of academic misconduct. Students found guilty will face disciplinary action in accordance with university policies.
Due date for data collection (test and retest): Week 7, 3rd July 2026 (Friday) 4pm
Due date for practical report: Week 14, 5th August 2026 (Wednesday) 4pm
This assignment is designed to help you understand how psychological assessments work — not just in theory, but in real life.
You will work in pairs with someone from your tutorial group (no tutorial switching is allowed)
You will administer, score, and interpret two psychological assessments:
You will do all this during Practical 2 and Practical 3.
Report Marks Breakdown (Rubrics see appendix, table 2):
Word count limit: 1,200 words (excluding tables and references)
Format: Double-spaced, 12 pt font, Times New Roman, 1-inch margins
Referencing: APA 7th edition style
Submission: One report per pair. Include both student names and IDs.
Submit via eLearn by week 9, 29th June 2026 (Monday), 4pm
The report should follow this report structure:
| Section | % | Description |
| Introduction | 20 | Explain the purpose of the report and introduce psychological testing. Describe the role of performance and verbal sub-tests in assessment. Briefly acknowledge the importance of ethical use of psychological tests. |
| Methods | 10 | Describe both assessments, including: how they were administered, procedures followed, and roles of each student. |
| Results | 15 | Present findings clearly, including scores and behavioural observations during testing. |
| Discussion | 30 | Critically discuss the importance of accurate administration and scoring in psychological assessment. Includes ethical considerations and cultural considerations, particularly within the Malaysian context |
| Reflection | 20 | Reflect on your personal experience in administering and interpreting the assessments. |
| Conclusion | 5 | Summarise key takeaways and highlight the importance of ethical and responsible use of psychological assessments in future professional roles. |
Key reminders:
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