Course Title
Theory and Practice of Psychological Assessment
Subject Area
Psychology
Course Code
PSYC 03051
Units
2.5 PEU
Academic Unit
Faculty of Arts and Sciences
American School of Science
Last Update
September 11, 2025
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Course Code
PSYC 03051
Course Title
Theory and Practice of Psychological Assessment
Units
2.5 PEU
Offering Period
Academic Year 2025–2026 (Fall, Spring, Summer)
Meeting Times
TBA (HST); final schedule will be posted on Nebula
Location (In-Person)
St. Thomas Aquinas Campus (STAC), Lecture Room (LR) 301
Location (Online)
Online (via Nebula)
Instructor
Cynthia Dumanig, M.Psy.
Office Location
St. Nicholas Campus (SNC), Annex Hall I (AHI), Faculty Office (FO) 710
Office Hours
Tuesday, 2:00–4:00 p.m. (HST); and by appointment
Contact
Course Platform
Nebula—official course website for readings, announcements, and assignment submissions
This syllabus constitutes the definitive academic charter of the course, articulating with precision its intellectual objectives, expected competencies, and guiding principles. It is not conceived merely as a schedule of instruction, but as a comprehensive framework that integrates law, science, philosophy, and art into a coherent architecture of knowledge and practice.
Each element has been designed with rigor, foresight, and institutional integrity, ensuring alignment with the highest standards of scholarly excellence, pedagogical innovation, and professional accountability. By uniting analytical acuity, ethical responsibility, academic comprehensiveness, and stylistic refinement, the syllabus establishes a lasting benchmark of intellectual achievement.
It functions simultaneously as a covenant between instructor and student, a reference for administrators and reviewers, and a living document for continuous academic development—ensuring that the course endures as both a disciplined pursuit of truth and a meaningful contribution to the advancement of human knowledge.
The study of psychological assessment requires the integration of scientific principles, applied techniques, and ethical responsibility. This course introduces students to the theoretical foundations of assessment and measurement, while cultivating practical competence in clinical interviewing, behavioral observation, and standardized testing. At the same time, it emphasizes the cultural, legal, and ethical contexts that shape the responsible use of assessment tools across clinical, educational, and organizational settings. The intellectual rationale is threefold: first, to ground students in the psychometric principles of reliability, validity, standardization, and utility; second, to develop applied skills in data collection, interpretation, and report writing; and third, to foster ethical and culturally responsive practices in an era of digital innovation and emerging technologies. By harmonizing theory, practice, and context, the course provides a comprehensive framework that prepares students for advanced training in assessment and equips them to contribute meaningfully to professional psychology, education, and applied research.
By the conclusion of this course, students will be able to:
Explain with authority the nature, purposes, and applications of psychological assessment, distinguishing it clearly from psychological testing and diagnosis, and situating its use across clinical, educational, and organizational settings.
Analyze with rigor the historical, cultural, and legal–ethical foundations of psychological assessment, demonstrating awareness of how these traditions shape contemporary standards of practice.
Demonstrate with competence the use of essential assessment methods—including clinical interviews, behavioral observations, case studies, and standardized test instruments—through simulations, exercises, and applied practice.
Apply with precision the psychometric principles of reliability, validity, standardization, and utility to evaluate the quality, fairness, and interpretive strength of psychological measures.
Develop with professionalism skills in test administration, scoring, and data interpretation, integrating quantitative and qualitative evidence into coherent findings.
Construct with clarity psychological reports that synthesize assessment data, behavioral observations, and interpretive insights into well-structured, ethical, and culturally responsive documents.
Evaluate with discernment the ethical, cultural, and practical challenges of psychological assessment, including issues of equity, diversity, and the emerging impact of digital and AI-based tools.
Communicate with authority psychological assessment findings and interpretations in written and oral formats, adhering to scholarly standards, professional ethics, and institutional expectations.
The instructional design of this course is grounded in the conviction that mastery of psychological assessment requires integration of conceptual knowledge, psychometric analysis, applied skills, and ethical-cultural awareness. Accordingly, the pedagogy employs a multimodal framework that ensures alignment with the learning objectives and reinforces both formative development and summative evaluation.
Lectures and Core Readings provide the conceptual foundations of psychological assessment, including its history, principles, and applications (Cohen, Schneider, & Tobin, 2022).
Case-Based Learning and Simulations allow students to practice data collection, apply assessment methods, and refine interpretive skills through structured exercises and staged applications.
Assessment Simulations and Report Writing cultivate competence in administering tests, interpreting results, and producing coherent psychological reports consistent with professional standards.
Forum Discussions and Peer Interaction foster collaborative inquiry, critical dialogue, and exposure to diverse perspectives on cultural, ethical, and technological issues in assessment.
Applied Exercises and Matching Activities reinforce psychometric concepts (e.g., reliability, validity, utility), linking theory to practice.
Reflective Learning and Ethical Case Analyses promote sensitivity to professional responsibility, cultural contexts, and the evolving impact of digital and AI-based tools in assessment.
Together, these methods establish a learner-centered environment that equips students to analyze, apply, evaluate, and communicate assessment knowledge with professional clarity. Pedagogical alignment ensures that every teaching–learning activity directly supports the course objectives, while each assessment instrument measures competencies essential for ethical and competent practice.
Teaching–Learning–Assessment (TLA) Matrix
Learning Objective
Teaching & Learning Methods
Assessment Instruments
Assessment Outcomes
LO1
Lectures; Core Readings; Forum Discussions
Quiz; Class Participation
Demonstrate comprehension of distinctions and applications across contexts.
LO2
Lectures; Readings (Cohen et al., 2022); Case-Based Discussions
Quiz; Reflective Essay
Critically analyze the traditions shaping contemporary standards.
LO3
Case-Based Learning; Assessment Simulations; Peer Interaction
Simulation Exercises; Class Participation
Apply core methods accurately in simulated practice.
LO4
Applied Exercises; Matching Activities; Readings (Cohen & Swerdlik, 2018)
Quiz; Problem-Solving Exercises
Accurately evaluate psychometric properties of tools.
LO5
Assessment Simulations; Workshops; Peer Review
Practical Exercises; Report Drafts
Demonstrate accuracy in test handling and data integration.
LO6
Report Writing Workshops; Peer Review; Applied Assignments
Mini-Psychological Report
Produce coherent, ethical, and professional psychological reports.
LO7
Forum Debates; Reflective Journals; Case Studies
Case-Based Analysis; Reflective Paper
Critically evaluate ethical and cultural implications in diverse contexts.
LO8
Oral Presentations; Peer Review; Collaborative Activities
Report Presentation; Professional Participation
Present findings clearly, ethically, and in alignment with professional standards.
Engagement in this course is both an academic requirement and a professional obligation, embodying the intellectual discipline, collegial responsibility, and scholarly integrity expected at the University. Students are required to participate consistently, demonstrating preparation, respect, and analytical rigor in all learning activities.
Participation
Students must attend all sessions (in person or online) and prepare by completing assigned readings and exercises.
Participation grades reflect the quality and depth of contributions, not mere quantity.
Absence from three or more classes may require additional assignments to fulfill participation requirements.
Modes of Attendance
Online Classes (via Microsoft Teams): Students must log in punctually, use a functioning camera and microphone, and remain in a distraction-free environment. Cameras must remain on unless privacy concerns arise. Participation from vehicles is prohibited.
On-Campus Sessions: Students must attend according to the AUS Campus Schedule, arriving on time and remaining for the full session. Travel arrangements should ensure timely arrival.
Classroom Expectations
Classes begin and end promptly; late entry or reentry will be permitted only under exceptional circumstances.
Mobile phones and electronic devices must be turned off unless explicitly authorized for instructional purposes.
Professional demeanor, appropriate attire, and respectful conduct are required in all class settings.
Engagement will be assessed both qualitatively and quantitatively, contributing directly to professionalism and formative evaluation. Students should treat participation as an essential aspect of scholarly development and professional readiness.
Assessment in this course is designed to balance formative opportunities for growth with summative evaluations of mastery, while also recognizing professionalism as an essential academic competency. Each instrument is explicitly mapped to the learning objectives to ensure comprehensive, fair, and rigorous evaluation.
Formative Assessments (30%)
Formative assessments provide structured opportunities for feedback, reflection, and progressive skill development.
Quiz (10%)
Outcome: Demonstrate comprehension of assessment foundations, psychometric principles, and methods.
Measures: LOs 1, 2, 4.
Academic Engagement (20%)
Outcome: Actively participate in discussions, simulations, and peer exchanges, integrating theoretical and ethical perspectives.
Measures: LOs 1, 2, 3, 7, 8.
Summative Assessments (60%)
Summative assessments evaluate cumulative mastery, applied synthesis, and the ability to produce professional-level work.
Case Report (60%)
Outcome: Administer, interpret, and integrate assessment data into a coherent psychological report that reflects psychometric rigor, cultural sensitivity, and ethical responsibility.
Measures: LOs 3, 4, 5, 6, 7, 8.
Professionalism (10%)
Professionalism includes ethical conduct, academic integrity, punctuality, and respectful collaboration.
Engagement & Conduct (10%)
Outcome: Demonstrate accountability, collegiality, and consistency with institutional and professional standards.
Measures: LOs 7, 8.
Summary of Evaluation
Category
Component
Weight
Assessment Outcomes
Measures LOs
Formative (30%)
Quiz
10%
Demonstrate comprehension of assessment foundations and psychometrics.
1, 2, 4
Academic Engagement
20%
Engage actively in discussions, simulations, and peer learning.
1, 2, 3, 7, 8
Summative (60%)
Case Report
60%
Produce a coherent, evidence-based psychological report.
3, 4, 5, 6, 7, 8
Professionalism (10%)
10%
Exhibit integrity, collegiality, and accountability.
7, 8
Total
100%
—
Final grades are determined by a weighted evaluation of formative assessments (30%), summative assessments (60%), and professionalism (10%), as outlined in the Assessment Structure and Evaluation Criteria. The grading system conforms to institutional standards and ensures fairness, transparency, and alignment with the course learning objectives.
Grade Distribution
Grade Letter
Percentage Range
Grade Points
Quality
Description
A+
97.5 – 100
4.3
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
A
92.5 – 97.4
4.0
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
A-
90.0 – 92.4
3.7
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
B+
87.5 – 89.9
3.3
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
B
82.5 – 87.4
3.0
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
B-
80.0 – 82.4
2.7
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
C+
77.5 – 79.9
2.3
Satisfactory
Adequate comprehension and participation; meets basic requirements.
C
72.5 – 77.4
2.0
Satisfactory
Adequate comprehension and participation; meets basic requirements.
C-
70.0 – 72.4
1.7
Satisfactory
Adequate comprehension and participation; meets basic requirements.
D+
67.5 – 69.9
1.3
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
D
62.5 – 67.4
1.0
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
D-
60.0 – 62.4
0.7
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
F
0.0 – 59.9
0.0
Fail
Unsatisfactory work, no course credit. May also apply to missed submissions without withdrawal.
Administrative Grade Marks (Non-GPA)
Grade Letter
Quality
Description
AUD
Audit
Enrollment without academic credit; for self-enrichment and exploration.
I
Incomplete
Student did not complete required work before course end.
IP
In Progress
Course still underway within the study period.
R
Retake
Student is retaking the course within the study period.
W
Withdraw
Student withdrew after the drop/add period; credits not included in GPA.
Required Text
Cohen, R. J., Schneider, W. J., & Tobin, R. M. (2022). Psychological testing and assessment (10th ed.). McGraw-Hill LLC.
Provides the core framework for psychological assessment, covering historical foundations, psychometric principles, methods of data collection, and applied contexts in clinical, educational, and organizational settings.
Supplementary Texts and Resources
Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). McGraw-Hill Education.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Selected peer-reviewed journal articles (distributed via the institutional learning platform).
Sample test forms, case studies, and applied report-writing materials.
Supplementary multimedia resources, including recorded lectures, demonstrations, and interactive simulations.
Academic Expectation
Students are expected to engage the primary text with precision and depth, while critically integrating insights from supplementary resources. Mastery will be demonstrated through quizzes, simulations, case discussions, and the mini-psychological report. Engagement with these materials ensures alignment with course objectives, professional standards, and the ethical expectations of advanced scholarship in psychological assessment.
Session 1 – Foundations of Psychological Assessment
Activity A: Case Discussion
Required: Cohen, Schneider, & Tobin (2022), Ch. 1–2
Recommended: APA (2013), DSM-5, Introduction and Classification Guidelines
Session 2 – Core Methods of Assessment
Activity B: Assessment Analysis
Required: Cohen, Schneider, & Tobin (2022), Ch. 4, 5, 6
Recommended: Selected case studies and applied practice materials (provided on the learning platform)
Session 3 – Interpreting Results and Report Writing
Activity C: Case Critique
Required: Cohen, Schneider, & Tobin (2022), Ch. 7, 8, 11
Recommended: Cohen & Swerdlik (2018), Psychological Testing and Assessment: An Introduction to Tests and Measurement (9th ed.), selected chapters
Session 4 – Clinical Skills in Psychological Practice
Required: Cohen, Schneider, & Tobin (2022), Ch. 2, 13–14
Recommended: APA (2013), DSM-5, Ethical and Cultural Considerations; selected journal articles on digital and AI assessment (provided via learning platform)
Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Case Report – Due Sunday, 23:59 HST
Session 1 – Foundations of Psychological Assessment
Activity A: Case Discussion
Required: Cohen, Schneider, & Tobin (2022), Ch. 1–2
Recommended: APA (2013), DSM-5, Introduction and Classification Guidelines
Session 2 – Core Methods of Assessment
Activity B: Assessment Analysis
Required: Cohen, Schneider, & Tobin (2022), Ch. 4, 5, 6
Recommended: Selected case studies and applied practice materials (provided on the learning platform)
Session 3 – Interpreting Results and Report Writing
Activity C: Case Critique
Required: Cohen, Schneider, & Tobin (2022), Ch. 7, 8, 11
Recommended: Cohen & Swerdlik (2018), Psychological Testing and Assessment: An Introduction to Tests and Measurement (9th ed.), selected chapters
Session 4 – Clinical Skills in Psychological Practice
Required: Cohen, Schneider, & Tobin (2022), Ch. 2, 13–14
Recommended: APA (2013), DSM-5, Ethical and Cultural Considerations; selected journal articles on digital and AI assessment (provided via learning platform)
Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Case Report – Due Sunday, 23:59 HST
Accessibility and inclusion are essential conditions of academic excellence, ensuring that every student has the opportunity to contribute to, and benefit from, the advancement of human knowledge. This course is committed to fostering an inclusive, equitable, and supportive learning environment. The University ensures compliance with applicable laws and institutional policies regarding accessibility, nondiscrimination, and student welfare.
Accessibility: Students requiring accommodations for documented disabilities must contact Disability Services (DS) to arrange support. Instructors cannot grant accommodations without prior DS approval.
Inclusion: Respect for cultural, linguistic, religious, and personal diversity is expected in all course-related interactions.
Equity: Assessment and participation opportunities are designed to ensure equal access to academic achievement.
Student Welfare and Privacy: The University prioritizes confidentiality. Medical documentation must be submitted directly to DS; instructors will not request or accept such documentation. For short-term illnesses, students should notify instructors but are not required to provide a doctor’s note.
Requests for accommodations or support should be initiated early to avoid delays. For further assistance, contact DS at DS@TheAUS.us.
The pursuit of excellence in scholarship is inseparable from the resources that sustain it; these services form the infrastructure of academic success. The University provides a comprehensive network of academic and student support services to ensure achievement across all disciplines. Students are expected to engage actively with these resources as part of their professional and scholarly development.
Library and Digital Databases: Full access to scholarly journals, e-books, reference works, and specialized research databases across the sciences, humanities, and professional fields.
Writing and Research Center: Guidance in academic writing, citation practices, research methodology, and scholarly communication.
Tutoring and Academic Coaching: Individual and group support for strengthening comprehension, study strategies, and subject mastery.
Technology Support Services: Assistance with the learning management system, digital tools, and course-related technologies.
Counseling and Wellness Services: Confidential support for personal well-being and balance, which directly contributes to academic performance.
Active use of these resources is considered an essential component of scholarly responsibility.
The timely submission of academic work reflects both intellectual discipline and professional accountability, core principles of the University’s academic covenant. All assessments must be submitted via the designated course platform by the stated deadlines. Consistency in submission protocols upholds fairness and institutional rigor.
Deadlines: Unless otherwise specified, all assignments are due by 23:59 HST on the scheduled date.
Late Submission Policy: Work submitted one day late will be reduced by one full letter grade (e.g., A to B). Assignments submitted beyond one day will receive an automatic grade of F. Requests for extensions must be made in advance and require instructor approval.
Contingencies: Documented emergencies may warrant exceptions at the instructor’s discretion. Verification may be required.
Technical Issues: Students are responsible for ensuring that submissions are uploaded correctly. Technical difficulties must be reported immediately to support services.
This policy ensures academic rigor while allowing limited flexibility for genuine emergencies.
As a living document, the syllabus embodies both stability and adaptability, ensuring continuity of purpose while remaining responsive to the evolving demands of scholarship and pedagogy. While learning objectives and evaluation criteria remain constant, specific elements of the schedule, readings, or instructional strategies may be adapted to:
Integrate new research and developments in psychopathology and mental health sciences.
Respond to institutional or accreditation requirements.
Address unforeseen disruptions to instructional delivery.
Class Meetings and Syllabus Updates: Additional details, assignment updates, and supplemental materials will be posted on the course website. Students are responsible for monitoring these updates. The syllabus may be modified before or during the course, with all changes communicated transparently to maintain alignment with course objectives and institutional standards.
