COURSE PLAN

Comprehensive Course Plan – Even Semester 2021-22

SECTION I: COURSE INTRODUCTION

Class B.Sc. (H) Psychology Semester 4

Course title RESEARCH METHODS LAB - 1 Course Code BPSY451

Total hours in the semester: 30

Total hours/week: 2

Faculty name Dr. Kritika Rastogi Contact details kritika.rastogi@christuniversity.in

Class policies and Attendance:

guidelines
 85% Attendance is mandatory as per Christ University policy.
 Student failing to secure minimum 85 % of attendance will be barred from exams.
 Students are expected to attend every class.
 Students are expected to be punctual and strictly follow class timings.
 Late comers will be marked absent.

Classroom etiquettes:

Students are expected to always maintain decorum of the class.

Students are expected to be respectful towards the fellow classmates and teachers.
Students are expected to actively participate in classroom activities and submit the given
assignments timely.
Students are not expected to eat in the classroom.
Use of mobile phones are strictly prohibited during the class.
Students are found not attentive in class or disturbing maybe asked to leave the class.
Students are expected to wear ID cards in every class.
 Students are expected to strictly adhere to university dress code.

Teaching-Learning:

Any doubts and queries are expected to be raise to the teacher.

Queries are preferred towards the end of the session or whenever asked for.

Contacting the teacher:

For any after class query students can take prior appointment and meet/contact the faculty as per
mutual availability.

Course Description This lab is designed to offer students an opportunity to develop an academic and professional ‘tool box’.
To accomplish this objective the students were given insights and experiences and challenges to help
them to cultivate their research prowess.
This course further extends the learning in Quantitative research methods in Psychology by introducing
students to the measurement and test construction. Students will be given opportunity to gain technical
knowledge in psychometric test construction and validation.

Course Objectives 1. To apply different levels of measurement and testing in tool construction.

2. Develop tools scientifically by using proper guidelines of item writing and analysis.

3. Standardize the tool using pilot study & statistical analysis package.
 Knowledge 1. Describe major milestones in the history of testing.

Skill 2. Find reliability and validity of test scores and the quality of the items on a test.
Course
Outcomes

Attitude 3. Describe the importance of the item difficulty index and demonstrate its calculation and
interpretation.
4. Describe the importance of the item discrimination index and demonstrate its calculation
and interpretation.
 SECTION II: WEEKWISE & UNITWISE DESCRIPTION

*S = Synchronous
*A = Asynchronous
Week Unit Topic(s) Details Synchronous Asynchronous Duration
(Online face-face class) (Post-class
Webex readings,
assignments, Hours
submission,
assessments)
Google
classroom /
Moodle
Week 1 Topic 1: Brief  Lecture Reading 2
history of testing  Class-room discussion.  R-1:
 Question and Answers. Reynolds, C. R.,
& Livingston, R.
Unit-1: . B. (2012).
Introduction to Mastering modern
Psychological psychological
Testing testing: Theory
and methods.
Pearson
Education.

Submission
 Activity 1
(Quiz)

Week 2 Unit-1: Topic 2: Language  Lecture Reading 2

Introduction to of psychological  Class-room discussion.  R-1:
Psychological assessment: Test,  Question and Answers. Reynolds, C. R.,
Testing Measurement and & Livingston, R.
Assessment B. (2012).
Mastering modern
 psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)
Week 3 Unit-1: Topic 3: Types of  Lecture Reading
Introduction to Tests, why use  Class-room discussion.  R-1:
Psychological tests; Assumptions  Question and Answers. Reynolds, C. R.,
Testing and applications of & Livingston, R.
psychological B. (2012).
assessment Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)
Week 4 Unit-1: Topic 4: Scales of  Lecture Reading 2
Introduction to measurement;  Class-room discussion.  R-1:
Psychological Reliability and  Question and Answers. Reynolds, C. R.,
Testing validity: introduction  Presentations. & Livingston, R.
and types. B. (2012).
Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.
Reading
 R-2:

https://byjus.co
m/maths/scales-
 of-measurement/

Submission
Week 5 Unit-1: Topic 4: Reliability  Lecture Reading 2
Introduction to –types and their  Class-room discussion.  R-1:
Psychological calculation.  Question and Answers. Reynolds, C. R.,
Testing Presentations. & Livingston, R.
B. (2012).
Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

 R-2:
https://opentextbc
.ca/researchmetho
ds/chapter/reliabil
ity-and-validity-
of-measurement/

Reading
 R-3:
https://www.ver
ywellmind.com/
what-is-
reliability-
2795786

Submission
Activity 1 (Quiz)
Week 6 Unit-1: Topic 4: Validity –  Lecture Reading 2
Introduction to types and their  Class-room discussion.  R-1:
Psychological calculation  Question and Answers. Reynolds, C. R.,
Testing Presentations. & Livingston, R.
 B. (2012).
Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

 R-2:
https://opentextbc
.ca/researchmetho
ds/chapter/reliabil
ity-and-validity-
of-measurement/

Submission
Activity 1 (Quiz)
Week 7 Topic 1: Test  Lecture Reading 2
Unit 2: Construction –  Class-room discussion.  R-1:
Test Stages: Defining the  Question and Answers. Reynolds, C. R.,
Construction Test, Selecting a & Livingston, R.
and Scaling Method, B. (2012).
Standardizatio Mastering modern
n of Test psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 8 Unit 2: Topic 2: Live class on Webex Reading 2

Test Activity  R-1:
Representative
Construction  Lecture Reynolds, C. R.,
and Scaling Methods,
 Class-room discussion. & Livingston, R.
Standardizatio  Question and Answers. B. (2012).
 n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 9 Unit 2: Topic 3:  Lecture Reading 2

Test Constructing the  Class-room discussion.  R-1:
Construction Items,  Question and Answers. Reynolds, C. R.,
and & Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 10 Unit 2: Topic 3: Testing the  Lecture Reading 2

Test Items, Revising the  Class-room discussion.  R-1:
Construction Test,  Question and Answers. Reynolds, C. R.,
and & Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
 Activity 1 (Quiz)

Week 11 Unit 2: Topic 3: Publishing  Lecture Reading 2

Test the Test,  Class-room discussion.  R-1:
Construction  Question and Answers. Reynolds, C. R.,
and & Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 12 Unit 2: Topic 3 Conducting  Lecture Reading 2

Test Pilot Tests and using  Class-room discussion.  R-1:
Construction the newly developed  Question and Answers. Reynolds, C. R.,
and items. & Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 13 Unit 2: Topic 3:  Lecture Reading 2

Test  Class-room discussion.  R-1:
Construction Standardization of
 Question and Answers. Reynolds, C. R.,
and Test using SPSS.
& Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
 psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 14 Unit 2: Topic 3:  Lecture Reading 2

Test  Class-room discussion.  R-1:
Construction Standardization of
 Question and Answers. Reynolds, C. R.,
and Test using SPSS.
& Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)

Week 15 Unit 2: Topic 3  Lecture Reading 2

Test  Class-room discussion.  R-1:
Construction Standardization of
 Question and Answers. Reynolds, C. R.,
and Test using SPSS.
& Livingston, R.
Standardizatio B. (2012).
n of Test Mastering modern
psychological
testing: Theory
and methods.
Pearson
Education.

Submission
Activity 1 (Quiz)
 Mention briefly the details of the activities and assignments. Provide the references of the reading materials.
 An academic semester spans over 15 weeks.

SECTION III: ASSESSMENT AND MAPPING

Assessment outline: The weightage of marks allotted is as follows

CIA I CIA II CIA III ESE Class Participation & Total

Attendance
15 10 20 ------ 05 50

(Please refer to the grading patter CIA-ESE for this course and enter details only in components that are applicable)

Mapping: A template to map the Learning Outcomes of the course against the components of assessment is given below:
 Course Outcomes Components of assessment

CIA I CIA II CIA III ESE

CO 1 --NO--

CO 2 --NO--

CO 3 --NO--

CO 4 --NO--

SECTION IV: ASSESSMENT AND EVALUATION DESCRIPTION

(Use multiple tables for multiple CIAs and multiple components the CIAs)

Phase-1: Item Development

Assessment
CIA-I (15 marks)
Description

Individual CIA-I: - Psychometric test development: Item development (15 marks) Group assignment
Assignment Details
(such as CIA I A Submission Deadline 5/02/22
and B/II/III)

Assignment Working in teams of 10-12 students each, students will develop a test and examine some of its psychometric
description: properties through data collection and analysis. Various aspects of this assignment will require group work
and data entry into SPSS. For this part students’ needs to:
 Student’s task is to choose a variable and then construct an assessment tool (psychometric test) for
assessing it.
 The items of the assessment tool constructed by you should follow the guidelines of test construction
as taught in the class.
 Write the test items in clear and concise terms as taught in the class.
  Theories, concepts, or ideas that underpin the selection of your variable.
 Provide reference of the reading material that helped in selecting the Variable and its items.

1. Able to understand the generate quality test items.

Learning 2. Will be able practically implement the theoretical knowledge in the class room
outcomes: 3. Team Work and coordination

Evaluation Good (5-4) Average (3-2) Below Average (1-0)

Rubric/s: Item quality (5 Marks)  Each item tests  Each item tests  Each item tests
only one idea/ only one idea/ only one idea/
variable chosen. variable chosen. variable chosen.
 Statements are  Statements are  Statements are
Similar in length. Similar in length not Similar in
 Statements are of except for few. length.
appropriate  Statements are of  Statements are
length neither too appropriate too lengthy.
lengthy not too length except for  Convey two or
short. few items. more ideas at the
 Convery only one  Convery only one same time
idea. idea.  Responses vary
Have an equal  Have an equal -some contains
number of number of two responses /
responses. responses. some multiple.

Grammar, Punctuation  Questions  Questions  Questions

& Spelling (5 Marks) contains no contains some contains
grammatical, grammatical, numerous
punctuation, and punctuation, and grammatical,
spelling errors. spelling errors. punctuation, and
 Language is clear  Language of spelling errors.
and concise. some items  Language uses
includes use of jargon,
few jargon, abbreviations, or
abbreviations, or conversational
conversational tone.
tone.
 Format (5 Marks)  Organization and  Organization and  Poor organization
structure are clear structure clear structure and
and arranged in and but not order.
order. arranged  Distractors are all
 Distractors are all properly. different length.
the same length.  Distractors are all
the same length.

Assessment CIA-II
Description

Individual Phase2: Data Collection (Group assignment) 10 marks.

Assignment Details Submission Deadline- 5/03/22
(such as CIA I A
and B/II/III)

Assignment Students needs to collect data using the items constructed in the Phase-1.
description: Each group must collect data of minimum 50.

1. Meticulosity of data collection and organization of data

Learning
outcomes:
 Criteria Good (4-5) Average (2-3) Below Average (0-1)
Completion of Data (5) Student collected 100 % Student collected data Student collected data
data for 50% or more. for 30% or less.

Evaluation
Rubric/s: Organization of Data Data is well organized Data is organized and Students’ data is very
(5) and clear in excel. clear but need some fixes messy and hard to
understand

Assessment CIA-III 20 marks

Description

Individual Phase-3: Data Analysis

Assignment Details Submission Deadline- 30/03/22
(such as CIA I A
and B/II/III)

Students need to analyze the collected data and calculate:

Assignment Student need to calculate the for the following after data collection:
description:
 Item difficulty.
 Item description.

1. Will be able to learn and conduct the steps involved in data analysis.
Learning
outcomes:
 Good (4-5) Average (2-3) Below average (0-1)
Description of data set Excellent job describing Good job describing data Does not clearly tell
(5) data set: what are the set: answers some of reader where the data are
data; who compiled the those questions, but only from, who compiled it,
data set; who is covered about half. etc.
in the data set, etc.
Answers every
reasonable question
someone could have
about the data set itself.

Evaluation Analysis (5) Excellent: well, thought ok but not great No explanation or no
Rubric/s: out analysis; reasonable clear explanation
and thoughtful; well
done analysis.

Presentation of analysis Table is easy to follow,
(table or graph) (5) clearly presented
Written Explanation of Excellent: Written
analysis. (5) explanation is clear, easy
to follow, complete, and
makes sense
Table are their but as Table is missing or is
clearly present as in the presented in a very
“good” criteria. jumbled way.
Written explanation has no explanation or no
moments of clarity, but clear explanation
also has moments of
confusion; occasionally
difficult to follow logic