Overview
This unit is intended to provide you with knowledge and skill acquisition at Australian Psychology Accreditation Council (APAC) Accreditation Standards Level 3, which represents professional and specialised areas of practice competencies necessary for working as a psychologist. Specifically, this unit aims to build your competency in theoretically informed selection, administration, interpretation, and integration of standardised psychological testing into broader assessment of cognition, intelligence, and learning. You will build knowledge and skills specific to culturally-responsive reflective practice approaches to psychological assessment.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CG17 Master of Clinical Psychology or CL68 Master of Professional Psychology. Anti-req PSCY20055
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Multiple students reported a discrepancy between the information of assessments and marking rubrics, compared with the comments of the external marker.
The unit coordinator will mark the assessments, so there's better alignment between information provided in lectures and the comments from marking.
Feedback from SUTE
Several students reported that the marking rubric for the feedback assessment was unclear.
The marking rubric for the feedback asessment will be reviewed and updated.
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment.
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written formats.
- Apply critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
Learning outcomes are based on Australian Qualification Framework (AQF) level 9 criteria and level 3 core competencies specified by the Australian Psychology Accreditation Council (APAC):
3.2 Apply evidence-based and scientific methods to professional practice across the lifespan in empirically valid and culturally responsive ways,
3.4 Perform appropriate standardised psychological testing, as part of broader assessment, to assess and interpret aspects of functioning,
3.5 Identify psychological disorders using a recognised taxonomy,
3.6 Conduct professional interviews and assessments and synthesise information from multiple sources, including assessment of risk, to formulate a conceptualisation of the presenting issues to determine the most appropriate interventions, including management of risk, and
3.8 Interpret and communicate findings in oral and written formats, including formal psychological reports, using culturally appropriate language (APAC, 2019, p.13-14).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 0% | |||
| 2 - Written Assessment - 0% | |||
| 3 - Direct observation of procedural skills (DOPs) - 0% | |||
| 4 - Learning logs / diaries / Journal / log books - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.depauw@cqu.edu.au
Module/Topic
Chapter
Chapter 1
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Module/Topic
Wechsler Intelligence Test for Children: 5th Edition
WISC-V Part 1: Overview & Theory.
Chapter
Lichtenberger, E. O., & Kaufman, A. S. (2012). Essentials of WAIS-IV assessment. (2nd Ed.) Hoboken, N.J: Wiley.
Chapter 1
Events and Submissions/Topic
Lecture: 1 pm - 4 pm Friday
Module/Topic
Wechsler Intelligence Test for Children: 5th Edition
WISC-V Part 2: Administration, scoring & interpretation.
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Events and Submissions/Topic
Lecture: 9 am - 12 pm Monday - Wednesday, and Friday
Students will have the opportunity in class to build confidence and competence in the administration, scoring & interpretation of the core subtests on the WISC-V.
WISC-V administration: 9 am - 5 pm Thursday
Practical Assessment Due: Week 3 Thursday (27 Mar 2025) 4:59 pm AEST
Module/Topic
Wechsler Intelligence Test for Children: 5th Edition
WISC-V Part 2: Administration, scoring & interpretation.
Non-verbal scales of ability
- Wechsler Non-Verbal Scale of Ability (WNV)
- The Test of Nonverbal Intelligence – 4th Edition (TONI-4)
Chapter
Flanagan, D. P., & Alfonso, V. C. (2017). Essentials of WISC-V Assessment. Hoboken, N.J: Wiley.
Chapters 1, 2, 3 & 4.
Events and Submissions/Topic
Lecture: 1 pm - 4 pm Friday
Module/Topic
Professional report writing - structure, common misconceptions
Chapter
Groth-Marnat & Jordan-Wright (2016) - chapter 15
Supplementary: Sattler, Dumont & Coalson (2016) - chapter 8 and Essentials of Assessment Report Writing (Schneider et al., 2004)
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Module/Topic
Chapter
Events and Submissions/Topic
No lecture due to ANZAC holiday on 25/04/2025
Module/Topic
Tests of Attention
- A Developmental NEuroPSYchological Assessment (NEPSY)
-
Diagnostic Interview for ADHD in adults (DIVA)
- The Test of Everyday Attention (TEA)
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Wechsler Individual Achievement Test: 3rd Edition manual
Wechsel Adult Intelligence Scale: 4rd edition manual
Additional readings will be placed on Moodle as required.
- A Developmental NEuroPSYchological Assessment (NEPSY) Manual.
-
Diagnostic Interview for ADHD in adults (DIVA) Manual.
- The Test of Everyday Attention (TEA) Manual.
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Module/Topic
Wechsler Individual Achievement Test: 3rd Edition
WIAT-III Part 2: Administration, scoring & interpretation.
Wechsel Adult Intelligence Scale: 4rd edition
Brief therapy instruments
initial intake - progress - outcome
Behaviour assessment using rating scales & cross battery interpretation.
- Behavior Assessment Scale for Children (BASC) - 3rd Edition.
- Conners - 3rd Edition.
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Wechsler Individual Achievement Test: 3rd Edition manual
Wechsel Adult Intelligence Scale: 4rd edition manual
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Written Assessment Due: Week 8 Friday (9 May 2025) 4:59 pm AEST
Module/Topic
Autism assessment - overview, primer
- Autism Diagnostic Observation Schedule (ADOS-2)
- Monteiro Interview Guidelines for Diagnosing the Autism Spectrum (MIGDAS-2)
Chapter
- Autism Diagnostic Observation Schedule (ADOS-2) manual
- Monteiro Interview Guidelines for Diagnosing the Autism Spectrum (MIGDAS-2) manual
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Module/Topic
Memory Assessment
- Wechsler Memory Scale (WMS-IV)
- Rey Auditory Verbal Learning Test (RAVLT)
- Neuropsychological memory testing
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
- Wechsler Memory Scale (WMS-IV) manual
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Direct observation of procedural skills Due: Week 10 Friday (23 May 2025) 4:59 pm AEST
Module/Topic
Personality assessments - theory, history and development
- NEO Personality Inventory Revised (NEO-PI-R)
- Personality Assessment Inventory (PAI)
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
- NEO Personality Inventory Revised (NEO-PI-R) manual
- Personality Assessment Inventory (PAI) manual
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Module/Topic
Forensic assessment
Risk assessments - Psychopathy
Chapter
There are no specified chapters for this week. Additional readings will be placed on Moodle as required.
Events and Submissions/Topic
Lecture: 1 pm – 4 pm Friday
Learning logs / diaries Due: Week 12 Friday (6 June 2025) 4:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
This is a non-graded (Pass/Fail) unit and therefore, in accordance with CQUniversity's Assessment Policy and Procedure (Higher Education Coursework), all assessment tasks must be passed in order to pass this unit. The minimum pass rate for each assessment task is 70% for this unit. Students who have made a reasonable attempt to complete an assessment task initially will have one opportunity to re-attempt a failed assessment task. The mark achieved for the re- attempted assessment task will be recorded as the final mark.
1 Practical Assessment
Wechsler Intelligence Scale for Children (WISC-IV) Administration & Scoring
During the on-campus residential school, you will be required to administer the WISC-V to a fictional client. You will receive a client vignette, including the subtests from the WISC-IV that need to be administered.
If students fail this assessment, you are able to re-sit this assessment once during the residential school in week 3.
Week 3 Thursday (27 Mar 2025) 4:59 pm AEST
Week 5 Thursday (10 Apr 2025)
This is a pass/fail assessment. Students have to pass each of the three components (administration, scoring, professional manner) to receive a Passing grade for this assessment.
- Administration: Students will adhere to the standardised subtest instructions, while maintaining a professional manner (WISC-V manual). Additionally, adherence to the standardised responses guidelines for the administrator is required. Students will follow the guidelines regarding age-appropriate items and the correct order of item and subtest administration.
- Scoring: Students will adhere to the scoring guidelines in the WISC-V manual. Correct interpretation of cut-off rules and expected further questioning of items in a subtest is required for a passing grade.
- Professional manner: students will employ professional communication skills, in a culturally responsive manner.
Students have to pass each of the three components (administration, scoring, professional manner) to receive a Passing grade for this assessment.
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment.
2 Written Assessment
Wechsler Intelligence Scale for Children (WISC-V) assessment report
This report requires students to respond to a hypothetical case study and demonstrate competency in knowledge and skills related to psychological assessment and evaluation, which are required for generation of a psychological assessment report. Specifically, you will be required to interpret WISC-V scores integrate test interpretation and client history into a formulation, present differential diagnosis, and provide an opinion and recommendations for the client based on the testing outcomes in the form of a psychological report.
Students will be provided with a case study during the first 5 weeks. The case information will include background information, test behaviour, and test scores. Following the 7 Step Model of Formulation (Flanagan & Alfonso, 2017) students will be required to prepare a well-written integrated assessment report based on the case information and their test score interpretation. There is no word length specified; however, students are encouraged to use appropriate judgement to decide on the length and format of the report to ensure the end product is a concise and cohesive narrative. Students will follow the Psychology Board of Australia guidelines and submission checklist for assessment case report (SCAC-76)
Week 8 Friday (9 May 2025) 4:59 pm AEST
Week 10 Friday (23 May 2025)
This written Report is a Pass/Fail assessment. To pass this assessment, the student must have a mark of 70 or higher out of 100.
The marking criteria headers are:
- Comprehensive needs assessment
- Formulation
- Recommendations
- Evaluation
- Formatting and referencing
A detailed marking rubric and further information will be available on Moodle.
- Critically apply theoretical knowledge and a culturally-responsive scientist-practitioner approach to standardised psychological testing, as situated within the context of comprehensive psychological assessment.
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written formats.
3 Direct observation of procedural skills (DOPs)
Feedback assessment
Clear and accurate communication of assessment outcomes in an engaging and client-centred manner is a key competency that completes the psychological assessment process. The purpose of this assessment is to assess student's competency in the skills required to deliver feedback of standardised assessment outcomes, opinions and recommendations to a client.
You are required to record a video with one of your colleagues, who will be playing a client or parent of a client. In this video, you will deliver professional feedback regarding their assessment. Students will receive a client vignette and assessment scores to interpret.
Week 10 Friday (23 May 2025) 4:59 pm AEST
Week 12 Friday (6 June 2025)
Assessment criteria for this task are:
- Session opening: form professional rapport with the client, respecting their emotions towards the feedback process
- Results: deliver the result in a culturally appropriate manner, in language that is clear for the client
- Formulation and diagnosis: synthesise the results to a case formulation and diagnosis, with respect towards the client. The information needs to be comprehensible and non-threatening to the client
- Recommendations: Offer evidence-based solution to the clients, explaining the rationale behind these recommendations and the expected impact on their functioning.
A more detailed marking criteria is available in Moodle.
No submission method provided.
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written formats.
- Apply critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
4 Learning logs / diaries / Journal / log books
You will write a 2-page reflection piece on your learning process with the assessments in this unit. In this reflection piece, you will discuss your individual learning process and a reflection on your personal path throughout.
It is expected that you reflect on the effect of assessments on clients/ client groups, as well as the benefit of assessment pieces for clients.
Week 12 Friday (6 June 2025) 4:59 pm AEST
Exam Week Friday (20 June 2025)
The criteria are:
- individual learning process
- strengths and weaknesses of assessments
- utilisation in the psychological practice
- personal difficulties encountered throughout the learning process
- usefulness of assessment for the client's process
A more detailed marking rubric and further information will be available on Moodle.
- Justify and effectively communicate evidence-based interpretation, integration and synthesis of assessment data in oral and written formats.
- Apply critically reflective and culturally-sensitive practice in standardised psychological assessment processes.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
