ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Social, Basic and Methodological Psychology
Areas: Behavioural Science Methodology
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
INTRODUCTION
Psychometrics is taught in the first quadrimester of the second year of the Bachelor’s degree in Psychology. Together with Data Analysis in Psychology, Research Designs and Research in Psychology (1st year) and Multivariate Analysis (2nd quadrimester, 2nd year), it is a part of the Methodology of Behavioural Sciences area. These subjects constitute the methodological training provided to students of the Bachelor’s degree in Psychology at the USC.
OJECTIVES
Although Psychometrics is concerned with everything pertaining to measurements in Psychology, this subject focuses on so-called “Test Theory”, which deals with the logic behind the most salient mathematical models for constructing and using tests in this field, namely: Classical Test Theory (CTT), which is taught in depth, and Item Response Theory (IRT), which is only introduced briefly here.
The primary goal is to have students know the procedure for constructing a test, and the methods and techniques to be used, and also to acquire the abilities needed to understand and appreciate psychometric information from commercially available tests and apply them properly.
LECTURE PROGRAMME
I. INTRODUCTION
Unit 1. The scope of Psychometrics.
Unit 2. Tests: Definition, history and classification.
II. ITEM DESIGN AND ANALYSIS
Unit 3. Introduction. Developing items: Wording of items and response format. Quantifying responses. Item analysis: Difficulty, homogeneity and validity indices. Relationship between total test scores and the proportion of correct answers.
III. THE CLASSICAL MODEL AND RELIABILITY
Unit 4. Formulation of the classical linear model: Methods for assessing the reliability of a test. Absolute and relative reliability. Methods for calculating relative reliability. Measurement error: concept, types and statistical definition.
Unit 5. Reliability and parallel tests. Standard measurement: Introduction. Definition of parallel tests. rxx as the true proportion of variance. Reliability limits of a test. Reliability index. Standard measurement error.
Unit 6. Estimation of true scores. Reliability and differences: Introduction. Estimation on V at specific points. Estimation of V over a range. Bias in empirical scores. Reliability and differences.
Unit 7. Reliability and internal consistency: Introduction. Cronbach’s alpha coefficient. Reliability of a complex test. Other ways of calculating reliability as internal consistency (Rulon, Flanagan-Guttman). Factors influencing the reliability of tests.
IV. VALIDITY
Unit 8. Concept and evidence of validity. Introduction. Concept of validity. Evidence of validity: evidence based on the content of the test, evidence based on the internal structure, and on the relationship with other variables.
Unit 9. Exploratory factor analysis. Introduction. Overview of AFE. Steps of AFE: correlation matrix, extraction, rotation and factorials scores.
Unit 10. Validity coefficient. Introduction. Validity coefficient and interpretation. Using tests to predict criteria: the regression analysis. Factors influencing validity.
V. STANDARIZATION AND REPORT
Unit 11. Interpretation of scores. Introduction. Transformations of direct test scores: Percentiles, standard Z scores and standard derived scores. Report of the psychometrics proprieties of test.
VI. INTRODUCTION TO ITEM RESPONSE THEORY
Unit 12. Introduction. Advantages over the classical model. Assumptions.
INTERACTIVE CLASS PROGRAMME
1. ITEM ANALYSIS
2. RELIABILITY
3. FACTOR ANALYSIS
4. VALIDITY
5. TRANSFORMATION OF SCORES
6. PSYCHOMETRIC ANALYSIS OF A TEST
7. PRODUCTION OF A REPORT
BASIC
Abad, F. J., Olea, J., Ponsoda, V., y García, C. (2011). Concepto y evidencias de validez. En F. J. Abad, J. Olea, V. Ponsoda, y C. García (coord.), Medición en Ciencias Sociales y de la Salud, cap. 5, 161-204. Madrid: Síntesis.
Colegio Oficial de Psicólogos (COP). Comisión Internacional de Tests (ITC). Directrices internacionales para el uso de los tests. http://www.cop.es/index.php?page=directrices-internacionales
Elosúa, P. (2011). Psicometría. Conceptos básicos y aplicaciones prácticas con R Commander. http://hdl.handle.net/10810/15581 https://addi.ehu.es/bitstream/handle/ 10810/15581/UWLGPS5661.pdf?sequence=1&isAllowed=y
Martínez-Arias, R. (1995). La medición mediante tests. En Martínez-Arias, R. (coord.), Teoría de los tests psicológicos y educativos, cap.1, 27-44. Madrid: Síntesis.
Martínez Arias, R., Hernández Lloreda, M.J., y Hernández Lloreda (2014). Psicometría. Madrid: Alianza. (Libro-e: Texto completo dispoñible vía PRELO).
Muñiz, J. (2010). Las teorías de los tests: Teoría Clásica y Teoría de Respuesta a los Items. Papeles del Psicólogo, 31(1), 57-66.
Muñiz, J. y Fonseca-Pedrero, E. (2019). Diez pasos para la construcción de un test. Psicothema, 31(1), 7-16. doi: 10.7334/psicothema2018.29
Navas, M.J. (2001). La medición de lo psicológico. En Navas, M.J. (coord.) Métodos, diseños y técnicas de investigación, cap. 2, 67-82. Madrid: UNED
Prieto, G. y Delgado, A.R. (2010). Fiabilidad y validez. Papeles del Psicólogo, 31(1), 67-74.
Seoane, G. y Rodríguez, M.S. (2001). Análisis factorial. En C. Arce y E. Real, Introducción al análisis estadístico con SPSS para Windows, cap. 14, 189-204). Barcelona: PPU.
COMPLEMENTARY
Abad, F.J. Olea, J., Ponsoda, V., y García, C. (2011). Medición en ciencias sociales y de la salud. Madrid: Síntesis.
American Psychological Association, American Educational Research Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Arce, C. y Seoane, G. (1985). Correlación y regresión lineal: una introducción aplicada a la Psicología. Santiago de Compostela: Tórculo.
Barbero, M.I., Vila, E., y Holgado, F.P. (2010). Psicometría. Madrid: Sanz y Torres.
García, E. (1993). Introducción a la psicometría. Madrid: Siglo XXI.
Miller, L.A. y Lovier, R.L. (2016). Foundations of Psychological Testing. A Practical Approach. 5th ed.Thousand Oaks, California : SAGE.
Muñiz, J. (2018). Introducción a la Psicometría. Teoría clásica y TRI. Madrid: Pirámide.
Santiesteban Requena, C. (2009). Principios de Psicometría. Madrid: Síntesis.
Specific competences of the degree to which he contributes this subject:
CE1 • To know and understand the functions, characteristics, contributions and shortcomings of existing theoretical methods in Psychology.
CE7 • To know and understand the different methods available for psychological assessment, diagnosis and treatment in different applied fields of Psychology (clinical and medical, social, educational).
CE9 • Identify the most salient characteristics of behaviour in individuals, groups, organizations and contexts by using the typical methods, techniques and instruments for psychological assessment.
CE11 • Select and implement the typical techniques and instruments of Psychology.
CE14 • Produce psychological reports in different contexts, both for the recipient and for other professionals.
CE15 • Comply with the deontological duties of the Psychology profession.
Specific competences of the subject. The specific competences of the degree make concrete in the following specific competences of the subject:
• To know available methods for constructing measurement instruments in Psychology, as well as their application and existing techniques for their psychometric assessment.
• To know the main strategies for designing, quantifying and analysing the metric properties of the different types of items; to select the most suitable procedures for assessing reliability and validity; and to optimize the psychometric properties of measurement instruments.
• To be able to use basic software for analysing the psychometric properties of tests (SPSS).
• To be able to produce technical reports on the psychometric properties of measurement instruments by using accurate language.
• To know and understand the psychometric indicators derived with the assessment instruments used in the different areas of Psychology, as well as those identified in scientific publications.
EXHIBITION SESSIONS in which the different topics of the programme will be presented (topics 1 to 12), distributed throughout the first four-month period in two weekly sessions. To follow these classes, students will have support material through the Virtual Campus of the USC, as well as basic bibliography (free access or electronic format).
INTERACTIVE SESSIONS whose purpose will be to complement the contents of the lectures by means of practical applications. They will take place in a laboratory of the Faculty with computer equipment where the statistical package SPSS will be used. These sessions will have a duration of 2 hours in alternate weeks. To follow these classes, students will also have support material (practice notebooks).
AUTONOMOUS WORK OF THE STUDENT. In addition to attending the activities indicated in the previous paragraphs, the student will have to dedicate time to read complementary materials, carrying out practical exercises, and studying the contents that will be developed during the course. It is necessary that the student masters the theoretical contents required for the adequate development and use of the interactive sessions.
ATTENDANCE TO CLASSES AND ACTIVITIES: it is considered essential to achieve the objectives of the subject. Attendance to all interactive sessions will be controlled. The consideration of attendance in the evaluation of the student is indicated in the corresponding section of the programme.
TUTORIALS: the teachers of the subject are available in tutorials (through the means, places and times that will be indicated at the beginning of the course) to answer doubts and any question regarding the development of the subject and its contents.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematic teaching scenarios or semi-presence (see Observations).
The evaluation of learning and acquired competences will be based on several elements, whose relative weight in the final result is expressed below:
1. Continuous assessment (30%)
- 0.5 points for attendance and participation in all interactive sessions given.
- 2,5 points for the resolution of exercises linked to the practical classes.
This maximum score of 3 points will only be applied to those students who have in section 2 (partial tests or final exam), a score greater than or equal to 3.5.
2. Partial tests or final exam (70%) consisting of questions on theoretical/practical content included in the program related to the results of the psychometric analysis of a test (SPSS). The form and calculator can be used as support material. Those students who fail the test because of partial results will not be allowed to take the final exam.
The completion/delivery of any of the tests listed in the previous sections implies incorporation into the evaluation process, and will therefore lead to a final grade for the subject.
Those students who do not opt for the evaluation by partial marks, will be able to take the final evaluation of the whole subject in which both theoretical and practical contents are evaluated, with a weight of 7 points. The date of the exam corresponds to the official calendar published on the Faculty's website and on the school's notice board.
Repeating students may keep the score accumulated in the activities of previous courses (weighted over 3 points) which will be added to the score they obtain in section 2.
At the second opportunity to pass the subject, scheduled for July for those students who do not pass at the end of the 1st term, a final exam of the same characteristics as described above will be taken. The score obtained in the continuous assessment (up to a maximum of 3 points) will be taken into account in the final mark.
In order to pass the students must obtain at least a 5.
Depending on the health situation, the assessment may undergo changes that allow it to be adapted to telematic teaching scenarios or semi-presence (see Observations).
The subject is allocated 6 ETCS credits, which corresponds to an estimated total of 150 hours of student work distributed as follows:
Attendance of in-class activities (lectures, assessment): 50 hours
Out-of-class work: 100 hours, including preparation of lecture and class contents,resolution of exercises and study of the subject materials.
In order to properly learn this subject, students are advised to
(1) Fulfil the objectives of the first year of the Bachelor’s degree, especially as regards the subjects most closely related to Psychometrics (Data Analysis in Psychology and Research Designs).
(2) To keep up with work on the subject by completing the proposed activities, reading the recommended materials, studying the taught contents, and attending tutorial sessions to solve their doubts or obtain guidance on their learning process.
Contingency plan
Teaching methodology:
Given the uncertainty of the current health situation of the COVID-19, the teaching methodology foreseen for adapted normality may suffer changes in scenarios 2 and 3. In scenario 2 (distance), face-to-face teaching will coexist with virtual teaching so that part of the content will be taught with telematic resources (narrated presentations, texts, classes in TEAMS), and through the autonomous work of the student with the appropriate indications through the Virtual Campus of the subject. In scenario 3 (confinement) the expository and interactive teaching will be done virtually, either with synchronous or asynchronous mechanisms. It is possible that part of the (interactive) teaching may not be addressed and these contents would not be subject to evaluation. The Virtual Campus will inform you sufficiently in advance of the contents that will be subject to evaluation depending on the situation.
For all three scenarios, the same type of evaluation, study time and personal work of the student is contemplated, as well as the same recommendations for the study of the subject. However, depending on the health situation, the formative and final evaluation tests will have to be replaced by synchronous or asynchronous telematic tests. In addition, the planning of the partial tests will be conditioned by the schedule of activities of the other subjects of the second year, which will be coordinated at the beginning of the course.
In the case of fraudulent exercises or tests, the provisions of the Regulations for the Evaluation of Students' Academic Performance and for the Revision of Grades (Resolution 15 June 2011) will be applied.
Maria Soledad Rodriguez Gonzalez
Coordinador/a- Department
- Social, Basic and Methodological Psychology
- Area
- Behavioural Science Methodology
- Phone
- 881813793
- msoledad.rodriguez [at] usc.es
- Category
- Professor: University Lecturer
María Gloria Seoane Pesqueira
- Department
- Social, Basic and Methodological Psychology
- Area
- Behavioural Science Methodology
- Phone
- 881813849
- mgloria.seoane [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 12:10-13:00 | Grupo B (M-Z) | Spanish | Classroom 7 |
| 13:10-14:00 | Grupo A (A-L) | Spanish | Classroom 6 |
| Tuesday | |||
| 12:10-13:00 | Grupo A (A-L) | Spanish | Classroom 6 |
| 13:10-14:00 | Grupo B (M-Z) | Spanish | Classroom 7 |
| 01.22.2021 12:30-15:00 | Grupo A (A-L) | Classroom 1 |
| 01.22.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 1 |
| 01.22.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 5 |
| 01.22.2021 12:30-15:00 | Grupo A (A-L) | Classroom 5 |
| 01.22.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 6 |
| 01.22.2021 12:30-15:00 | Grupo A (A-L) | Classroom 6 |
| 01.22.2021 12:30-15:00 | Grupo A (A-L) | Classroom 7 |
| 01.22.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 7 |
| 07.01.2021 12:30-15:00 | Grupo A (A-L) | Classroom 1 |
| 07.01.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 1 |
| 07.01.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 2 |
| 07.01.2021 12:30-15:00 | Grupo A (A-L) | Classroom 2 |
| 07.01.2021 12:30-15:00 | Grupo A (A-L) | Classroom 3 |
| 07.01.2021 12:30-15:00 | Grupo B (M-Z) | Classroom 3 |