Faculty Contact Information:
E-mail: jcalvin@faculty.ed.umuc.edu
Mail: P O Box 936, Barnstable, MA, USA 02630-0936
Phone (US): 508-362-2410 | |
Consultation:
For matters that concern the WHOLE class: post your questions on Webtycho (Remember - ALL the class sees ANYTHING you post on WebTycho).
For personal matters, problems and concerns, please e-mail me (or call - if you wish to call the U S!). | |
Required Texts and Readings:
| Groth-Marnat, G. (2003). Psychological Assessment (4th Ed). Hoboken, N.J.: John Wiley & Sons. | |
Supplementary Readings:
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As supplemental reading, I strongly recommend:
Whiston, S. C. (2000). Principles and Applications of Assessment in Counseling (2nd Ed.). Belmont, CA: Wadsworth/Thomson Learning - from your GUCO 510 course.
During the first half of this course, there will be extra emphasis on web searches and online journals.
All graduate students should be prepared to utilize the UMUC online library. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills. | |
Recommended Journals:
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A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
Other recommemded Resources - World Wide Web: additional tests/assessments will be sought on the World Wide Web. Relevant and useful World Wide Web Resources will be posted into WebTycho.
Here are some, to start: American Psychological Association (APA): Tests and Assessment (http://www.apa.org/science/testing.html);
APA: Code of Fair Testing Practices in Education (http://www.apa.org/science/fairtestcode.html);
APA Division 5: Evaluation, Measurement and Statistics (http://www.apa.org/divisions/div5/ | |
Course Description:
| This course emphasizes the administration, scoring and interpretation of intelligence, academic, projective, and personality assessments. Included will be a survey of the development of intelligence, personality and projective tests, underlying theories associated with them, and current trends and developments in academic, intelligence, personality and projective assessments. Course will review such tests as the Weschler Scales, Woodcock Johnson Tests, Stanford Binet, Rorschach Inkblot Test, Thematic Apperception Test, Gestalt Test of Visual Perception, Minnesota Multiphasic Personality Inventory, etc. Prerequisites: 15 hours of graduate psychology or counseling courses, including GUCO 510. | | |
Course Goals:
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This course is designed to enable students to become familiar with intelligence, academic, projective, and personality assessment/testing, including reliability and validity of these tests, and counseling uses of these tests. The cross-cultural aspects of intelligence, projective and personality tests will be examined, as well as the influence of heredity and environment on intelligence, so that students can understand the process of using various tests/assessment to develop an effective counseling approach. | |
Course Objectives:
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At the conclusion of the course, the student will be able to:
1. Understand the administration, scoring and interpretation of a
specific test battery, including the WAIS-III, WISC-IV, Woodcock
Johnson, achievement tests, aptitude tests, Rorschach Inkblot Test,
TAT, MMPI-2, etc.
2. Draw appropriate conclusions from the administration, scoring, and
interpretation of tests within a specific test battery.
3. Demonstrate an enhanced appreciation of the historical context in which contemporary testing instruments are imbedded.
4. Demonstrate a knowledge and understanding of the historical
context, psychometric concepts and properties, and
societal/cultural/racial influences on intelligence, academic,
personality, and projective testing. | |
Grading Information:
GRADES AND GRADING: Students who wish to excel in this course must give evidence of critical thinking, and demonstrate an ability to thoughtfully compose and carry out the written assignments. Students should interact with their fellow students in WebTycho Topic Areas. Diversity of opinion is encouraged; it will serve our learning if we respect each other, and the values and opinions of each of us. If we cultivate an atmosphere in which we can challenge ourselves and each other supportively, we all learn and grow!
Grading Summary: %
WebTycho Assignments/Participation...50%
Written Project – Research Paper.....25%
Final Exam...........................25%
Total...............................100
Course GRADES will be given as follows:
92-100 points - A
80-91 - B
70-79 – C
Below 70 - F
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog. Hard copies of the catalog are available in your local Education Center. | |
Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Grades will be given based on mastery of course objectives, class (WebTycho) participation and written assignments, and written Projects. Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, grades will be based on the following requirements:
Mastery of objectives will be tested by a “Take Home” Final Examination, during Week 14, July 17 - 22. The Final will be worth 25 points, and will consist of essay questions.
The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive examination required of all graduate students. The questions used for this course may be written like those on a comprehensive exam.
WebTycho Assignments and Participation - There will be WebTycho assignments to be posted, each week (except Term Break, 5/22 – 6/5). These assignments are listed in the week-by-week assignments section, below. “Due date” means midnight, on the due date, in your time zone. You will be further reminded, AND can ask questions about, upcoming weekly assignments, week by week. Please do not be tardy with work. Because we are working on the internet (WebTycho), class participation is significant!! You are expected to read the required readings by the beginning of the appropriate week, then must log onto WebTycho, submit work and comments, and respond to others – weekly. WebTycho assignments and Participation are worth 50 points.
An IMPORTANT note, for WebTycho assignments: on your WebTycho postings, I want YOUR thoughts and observations, NOT a “cut and paste” from your textbooks; it is important that you take the ideas and concepts from the texts and “make them your OWN”!!
Written Project – There is ONE Written Project. You are to write a Research Paper, approximately 15 pages (double spaced) in length on ANY topic of your choice – that relates to ability/intelligence testing, personality testing, or projective testing, in the counseling profession. You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of course work from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on this Paper. Plan on committing approximately 150 hours over the duration of this course to producing a professional level Paper; therefore, starting early on your Paper is advised. The Written Project is to be posted in your “Paper” Assignment Folder. This Project is due on Saturday, July 2nd, and is worth 25 points. | |
Description of Course Requirements:
| Beyond the Final Exam and the Term Paper (see above), all assignments will be posted, in Course Schedule, below. | |
Course Schedule:
Week 1 – April 4 - 9, 2005 - Welcome, Getting Started, Introductions, and Why Study Assessment
Reading – None, this week
Projects/Assignments - Under Topic Area “Assignments - Week One” - SEVEN INDIVIDUAL Projects, all to be posted by 4/9:
1. Questions for Jim - questions about syllabus, assignments, etc.
2. Go to the Topic Area titled “Self-Disclosure and Confidentiality” and AGREE TO the terms of self-disclosure and confidentiality in this course
3. Read my Introduction (Topic Area – “Jim’s Introduction”). In that Topic Area, respond to my Introduction by answering the following TWO questions: How does my Introduction of myself relate to the issues of self-disclosure and confidentiality? And, what else would you like to ask about ME?
4. Introduce YOURSELF - in the Topic Area “Student Introductions”
5. Respond to the Introductions of at least TWO of your fellow students, in the Topic Area “Student Introductions”
6. In the Topic Area “Why Study Assessment” - briefly answer the following question: Why is it important for YOU to study assessment, as it relates to YOUR future practice of counseling?
7. Read my thoughts in the Topic Area “My philosophy on this Course and on Distance Education”; post any thoughts or questions you have.
Week 2 & 3 – April 10 - 23, 2005 – Group Intelligence Testing, Achievement Testing, Aptitude Testing, and Vocational Aptitude Testing
Reading – 1) None REQUIRED in the Groth-Marnat Psychological Assessment textbook (henceforth referred to as “G-M”), but I RECOMMEND reading G-M Chapters 1 & 2 – as a review of what you learned in GUCO 510. 2) Web sites and articles from web sites AND your Resource Library
Many of you will be working in school counseling; the G-M textbook does not cover achievement testing, aptitude testing, etc. – which I believe is critically important for you in school counseling work.
Projects/Assignments - Under Topic Area “Assignments - Week Two/Three” – NINE INDIVIDUAL Projects to be posted:
1. Questions for Jim - questions about definitions, concepts, etc.
2. Group Intelligence Tests. As a counselor, you are likely to encounter group IQ tests. You are to find a web site OR a research article (either on a web site or in your Resource Library). Then POST a summary (about half a page or so, single spaced) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 4/20 (As an example, I’ll post the Cognitive Abilities Test web site – which has lots of information and lots of links – in our Webliography. AND a reminder – for this and ALL questions, I want YOUR ideas, NOT quotes from a textbook/web site)
3. RESPOND to the postings of (at least) ONE of your fellow students on the above (Group IQ Test) question; post those Responses to Others by 4/23
4. Achievement Tests. As a counselor, you are likely to encounter achievement tests (Iowa, Stanford, Metropolitan, etc.; I’ll post a TerraNova one, in Webliography). Find a web site OR a research article (either on a web site or in your Resource Library). Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 4/20
5. RESPOND to the postings of (at least) ONE of your fellow students on the above (achievement test) question; post those Responses to Others by 4/23
6. Aptitude Tests. As a counselor, you are likely to encounter aptitude tests (Sat, ACT, etc.). Find a web site OR a research article (either on a web site or in your Resource Library). Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 4/20
7. RESPOND to the postings of (at least) ONE of your fellow students on the above (aptitude test) question; post those Responses to Others by 4/23
8. Vocational Aptitude Tests. As a counselor, you are likely to encounter vocational aptitude tests (ASVAB, etc.). Find a web site OR a research article (either on a web site or in your Resource Library). Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 4/20
9. RESPOND to the postings of (at least) ONE of your fellow students on the above (vocational aptitude test) question; post those Responses to Others by 4/23
Week 4 & 5 – April 24 – May 7, 2005 –Wechsler Intelligence Tests, Wechsler Memory Scales, and the Stanford-Binet
Reading – G-M Chapters 5 & 6; web sites/Research Library
Projects/Assignments - Under Topic Area “Assignments - Week Four/Five” - SEVEN INDIVIDUAL Projects to be done/posted:
1. Questions for Jim
2. How and why will the Wechsler Intelligence Scales (WAIS-III, WISC-IV, etc.) be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use these. Post your response by 5/4
3. RESPOND to (at least) ONE of your classmates’ postings – on the above question. Post your Responses to Others by 5/7
4. How and why will the Wechsler Memory Scales be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use these. Post your response by 5/4
5. RESPOND to (at least) ONE of your classmates’ postings – on the above question. Post your Responses to Others by 5/7
6. Stanford Binet Intelligence Scale. As a counselor, you may encounter the Stanford Binet. Find a web site OR a research article (either on a web site or in your Resource Library) relating to the Stanford Binet. Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 5/4
7. RESPOND to the postings of (at least) ONE of your fellow students on the above (Stanford Binet) question; post those Responses to Others by 5/7
Week 6 & 7- May 8 - 21, 2005 – Minnesota Multiphasic Personality Inventory (MMPI-2)
Reading – G-M Chapter 7, web sites
Projects/Assignments - Under Topic Area “Assignments - Week Six/Seven” – FIVE INDIVIDUAL projects to be posted:
1. Questions for Jim
2. How and why will the MMPI-2 be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 5/18
3. RESPOND to (at least) ONE of your classmates’ postings, on the above question; post those responses by 5/21
4. Find a web site OR a research article (either on a web site or in your Resource Library) on some part of the MMPI-2, research on the MMPI-2, or some clinical use of the MMPI-2. Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post that response by 5/18
5. RESPOND to the postings of (at least) ONE of your fellow students on the above (MMPI research/clinical use) question; post those Responses to Others by 5/21
(Trivia question – notice anything “interesting” on G-M page 301?)
May 22 – June 4 – TERM BREAK (“Gentle reminder” – your Research Paper is due on July 2nd)
Week 8 & 9 – June 5 - 18, 2005 – Millon Clinical Multiaxial Inventory and California Psychological Inventory
Reading – G-M Chapters 8 &9
Projects/Assignments - Under Topic Area “Assignments - Week Eight/Nine” – FIVE INDIVIDUAL projects to be posted:
1. Questions for Jim
2. How and why will the Millon Clinical Multiaxial Inventory be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 6/15
3. RESPOND to (at least) ONE of your classmates’ postings, on the above question; post those Responses to Others by 6/18
4. How and why will the California Psychological Inventory be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 6/15
5. RESPOND to (at least) ONE of your classmates’ postings, on the above question; post those Responses to Others by 6/18
Week 10 & 11 – June 19 - July 2, 2005 – Rorschach Inkblot Test, Thematic Apperception Test, and other Projective Tests
Reading – G-M Chapters 10 & 11
Projects/Assignments - Under Topic Area “Assignments - Week Ten/Eleven” – SEVEN INDIVIDUAL PROJECTS to be posted:
(NO Responses to Others required, these two weeks, but you MAY if you wish!)
1. Questions for Jim
2. RESEARCH PAPER DUE – on Saturday, July 2nd (NOTE – 7/2 is the due date for your Research Paper; but you may submit it earlier, if you wish)
3. How and why will the Rorschach Inkblot Test be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 6/29
4. The reliability and validity of the Rorschach has been a long standing issue and debate. Post YOUR thoughts on the reliability and validity of the Rorschach. Post those responses by 6/29
5. How and why will the Thematic Apperception Test (TAT) be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 6/29
6. The reliability and validity of the TAT has been a long standing issue and debate. Post YOUR thoughts on the reliability and validity of the TAT. Post those responses by 6/29
7. As a counselor, you may encounter other projective tests, including projective tests for children. Find a web site OR a research article (either on a web site or in your Resource Library) that relates to one of these other projective tests. Then POST a summary (about half a page, single spaced, or so) of what you found; INCLUDE your thoughts on the value of what you have found. Post your response by 6/29
Week 12 & 13 – July 3 - 16, 2005 – Neuropsychological Testing, Bender Gestalt, and Brief Tests
Reading – G-M Chapters 12 & 13
Projects/Assignments - Under Topic Area “Assignments - Week Twelve/Thirteen” – FIVE INDIVIDUAL Projects:
1. Questions for Jim
2. How and why will neuropsychological testing, including the Bender Gestalt, be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use them. Post your response by 6/13
3. RESPOND to (at least) ONE of your classmates’ postings, on the above question; post those Responses to Others by 6/16
4. How and why will brief tests be of particular value to YOU in YOUR future counseling practice? Post SPECIFICS on how and why you will use it. Post your response by 6/13
5. RESPOND to (at least) ONE of your classmates’ postings, on the above question; post those Responses to Others by 6/16
Week 14 – July 17 - 22, 2005 - **** ”Take Home” FINAL EXAM*** | |
Academic Policies:
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Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | |
Faculty Bio:
| Your Professor is Dr. Jim Calvin, who: took over 100 undergraduate semester hours (and got B.A. degree) and took two graduate CAPS courses, from UMUC, on Okinawa; got his M.A. and Ph.D. in Clinical Psychology from Kent State University; and did his Clinical Psychology Internship at National Naval Medical Center Bethesda. Jim is a Board Certified, Licensed clinical psychologist, and is a Diplomate of the American Board of Psychological Specialties. He served 27 years in the United States Navy - 9 years enlisted and 18 years as a clinical psychologist and health care manager; he was Chief of Mental Health, Quantico Naval Hospital; Clinical Psychologist, SERE San Diego; Chief Psychologist, Naval Submarine Medical Center; Executive Officer, 1st Medical Battalion; Commander, MPS Medical Battalion; and Clinical Director, Naval Alcohol Rehabilitation Center San Diego. Jim has been teaching undergraduate and graduate courses since 1990; he has taught at National University, Norwich University, Plymouth State University, American University in Kyrgyzstan, and for the Civil Education Project at Yale; he is presently a Collegiate Professor for University of Maryland University College Europe, teaching for UMUC Europe since January 2001. He was Resident Graduate Professor in Counseling for United Kingdom, Academic Year 2001-02. Jim is Abbot and Head Dharma Teacher of the Cape Cod Zen Center. | |