PSYCHOLOGICAL DIAGNOSTICS 1

1. Knowledge and Understanding (Dublin Descriptor 1)
The course aims to provide students with the fundamental theoretical and methodological knowledge of psychological diagnostics and assessment, with particular reference to the principles of measuring psychological constructs and to the psychometric methods used in the construction and application of assessment instruments.
The main procedures for the construction, validation and standardization of psychometric tests will be explored, as well as the main categories of psychological tests, their characteristics, purposes and methods of use in different contexts of psychological assessment.
Particular attention will be devoted to understanding the theoretical and methodological assumptions underlying tests, the criteria that determine their quality, and the issues associated with their correct administration and interpretation.

2. Applying Knowledge and Understanding (Dublin Descriptor 2)
At the end of the course, students will be able to recognize the main characteristics of psychometric instruments, understand the fundamental procedures for their construction and validation, and interpret their main psychometric properties.
They will also be able to distinguish the main types of psychological tests, understand their purposes and identify, in relation to the assessment question and the professional context, the most appropriate instruments. Students will also be able to recognize the main factors that may compromise the correct administration, interpretation and use of test results.

3. Making Judgements (Dublin Descriptor 3)
Students will develop the ability to critically evaluate the characteristics and quality of psychometric instruments, considering reliability, validity, standardization and appropriateness in relation to the objectives of the assessment.
Through applied examples and practical activities, including the consultation and direct exploration of some psychological tests, students will be guided to concretely understand the characteristics of the instruments and to formulate independent considerations regarding their appropriateness in different contexts of use. They will also develop the ability to recognize possible errors in the application and interpretation of tests and the risks associated with improper use of the results.

4. Communication Skills (Dublin Descriptor 4)
Students will acquire the ability to appropriately use the technical and scientific language specific to psychological diagnostics and psychometrics, communicating the main theoretical and methodological concepts of the discipline clearly and coherently.
They will be able to describe the fundamental characteristics of assessment instruments, the main construction and validation procedures, and the purposes of the different categories of psychological tests.
Discussion and comparison activities involving examples and instruments will also contribute to developing the ability to present and argue their own considerations regarding the choice, characteristics and interpretation of a test.

5. Learning Skills (Dublin Descriptor 5)
The course will contribute to the development of skills that are functional to independent learning and to the subsequent in-depth study of topics related to psychological diagnostics, psychometrics and the evaluation of instruments.
Students will be guided to consciously consult and use manuals, teaching materials and scientific documentation relating to psychological tests, developing the ability to identify and understand the main information useful for evaluating their characteristics, purposes and psychometric properties. The knowledge and skills acquired will also provide a basis for continuing education in psychodiagnostic disciplines and for subsequent in-depth study of the different categories of psychological assessment instruments.

The course includes lectures integrated with interactive, applied and practical activities, aimed at connecting the foundations of psychometrics with the concrete practice of psychological assessment. The lectures will explore the main theoretical and methodological aspects, with particular attention to test construction and validation, item analysis, dimensionality, reliability, validity, standardization and score interpretation. The main categories of psychological instruments and their areas of application will also be presented through examples, exercises and practical activities. Students will have the opportunity to examine the structure and characteristics of some tests, comparing their purposes, psychometric properties and general methods of interpretation. The teaching approach therefore aims to integrate theoretical knowledge and applied skills, guiding students from understanding the principles of test construction and evaluation to knowledge of their use in different professional contexts.

The course introduces the foundations of psychological diagnostics and assessment, integrating the psychometric perspective concerning the construction and evaluation of instruments with knowledge of the main tests used in psychological practice. The course begins with the history and definition of the psychological test, the classification of different types of instruments, and the areas in which testing is used. The principles of psychological measurement and the test construction process will subsequently be addressed, from the definition of the construct and its operationalization to item formulation, the selection of indicators and the evaluation of item functioning. The main models and criteria used to evaluate the quality of instruments will be explored, with particular reference to classical test theory, reliability, measurement error, validity and the internal structure of instruments. The main elements of Item Response Theory will also be introduced. A central part of the course will be devoted to knowledge of the main categories of psychological tests. Tests for the assessment of intelligence and cognitive abilities, tests relating to development and adaptive behavior, aptitude and achievement tests, and instruments for personality assessment will be addressed. Personality inventories and instruments for the assessment of psychopathology will also be explored, together with the main projective and narrative techniques. Particular attention will be devoted to the relationship between the psychometric characteristics of the instrument, the purpose of the assessment and the professional context, as well as to the correct administration, scoring and interpretation of results. The course will contribute to the achievement of several Sustainable Development Goals (SDGs) of the 2030 Agenda. The topics addressed are particularly connected to the following goals:
Goal 3 – Good Health and Well-being. Through the acquisition of knowledge relating to psychological assessment and the use of valid and reliable psychometric instruments, the course contributes to the development of skills that support scientifically grounded psychological assessment oriented toward the promotion of health and psychological well-being.
Goal 4 – Quality Education. The course contributes to the development of scientific and methodological skills in psychological diagnostics, promoting the ability to understand, evaluate and critically use psychometric instruments and fostering the development of applied skills through practical activities.
Goal 10 – Reduced Inequalities. The course promotes greater awareness of the importance of using psychometric instruments that are valid, reliable and appropriate to the characteristics of the individuals being assessed. Knowledge of the principles of standardization, validation and test interpretation contributes to fairer and more informed assessment.
Goal 16 – Peace, Justice and Strong Institutions. The course contributes to the development of a culture of responsibility, scientific integrity and ethical use of psychological assessment instruments, with particular attention to contexts in which test results may have decision-making relevance.

Learning outcomes will be assessed through an oral examination, designed to ascertain whether the expected learning outcomes have been achieved.

The oral examination will focus on the main thematic areas of the syllabus and will assess students’ knowledge of the fundamentals of psychological diagnosis and assessment, their understanding of the process of test development and validation, and their knowledge of the main psychometric properties and categories of psychological instruments.

Simple practical scenarios or examples relating to psychometric instruments may also be presented, with the aim of assessing the student’s ability to link the characteristics of a test to the objectives of the assessment, identify the most appropriate instrument and critically interpret the available information.

The final mark will be expressed out of thirty. The assessment criteria will be as follows:

1. Theoretical understanding of the course content (40%)

This assesses mastery of the fundamentals of psychological diagnosis and assessment, the principles of measurement, and the main procedures for test construction, validation and standardisation, as well as knowledge of the main categories of instruments and their respective fields of application.

2. Clarity of presentation and command of disciplinary language (25%)

This assesses the ability to present the course content clearly, coherently and rigorously, using appropriate technical and scientific terminology and demonstrating a command of the language specific to psychometrics and psychological assessment.

3. Ability to apply knowledge (25%)

This measures the ability to apply the knowledge acquired to reading and understanding the characteristics of psychometric instruments, to assessing their main properties, and to selecting the appropriate instrument in relation to the assessment objectives and the context of application.

4. Independent analysis and critical thinking (10%)

This assesses the ability to establish links between the various topics covered in the course, to critically compare assessment tools and methods, and to formulate independent judgements on the suitability and use of psychological tests in different contexts of application.

To ensure equal opportunities and in compliance with current legislation, students who wish to do so may request a personal interview in order to arrange any compensatory and/or adaptive measures, based on the learning objectives and specific needs. Students may also contact the CInAP (Centre for Active and Participatory Integration — Services for Disabilities and/or Specific Learning Difficulties) liaison lecturer in their Department.

1. What are the main stages in the construction of a psychological test?
2. How is a psychological construct defined and operationalized?
3. What characteristics should the items of a test possess?
4. What is meant by item analysis and what function does it serve?
5. What is meant by reliability and what are the main methods for assessing it?
6. What is meant by test validity?
7. What is meant by standardization and norming of an instrument?
8. What is meant by the dimensionality of a test and what role does factor analysis play?
9. What are the main assumptions of Item Response Theory?
10. What are the main characteristics of tests used to assess intelligence?
11. What are the main characteristics of aptitude and achievement tests?
12. What are the main methods of personality assessment?