Subject Outline

Subject Title Operationalising the Scientific Practitioner Model

Subject Code PY4114

Credit Points 3

Study Period Study Period 53, 2023

Attendance Mode Internal

Campus Singapore

Must complete 72 credit points of level 1, 2, and 3 subjects from an undergraduate

Prerequisite/s Psychology course, and be accepted into the 4th year psychology stream before
enrolling in any level 4 PY subjects

Subject Coordinator Ms Carolyn Heward

College College of Healthcare Sciences

At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait
Islander peoples of this nation. We acknowledge the Traditional Owners of the lands on
which our campuses and study centres are located and where we conduct our business.
We pay our respects to ancestors and Elders, past, present and future. JCU is committed
to honouring Australian Aboriginal and Torres Strait Islander peoples’ unique cultural
and spiritual relationships to the land, waters and seas and their rich contribution to JCU
and society.

© Copyright 2023
This publication is covered by copyright regulations. Apart from any fair dealing for the
purpose of private study, research, criticism, or review as permitted under the Copyright
Act, no part may be reproduced by any process or placed in computer memory without
written permission (including file sharing websites).
Contents
1 Subject details ....................................................................................................................................................... 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 3
1.3 Subject description ............................................................................................................................ 3
1.4 Subject learning outcomes and course learning outcomes ................................................................. 4
1.5 Student feedback on subject and teaching ......................................................................................... 4
1.6 Subject resources and special requirements....................................................................................... 4
2 Assessment details .............................................................................................................................................. 6
2.1 Key dates ........................................................................................................................................... 6
2.2 Requirements for successful completion of this subject ..................................................................... 6
2.3 AccessAbility Services and Support..................................................................................................... 6
2.4 Assessment items .............................................................................................................................. 7
3 Submission and return of assessment ......................................................................................................... 15
3.1 Submission of assessment................................................................................................................ 15
3.2 Late submissions .............................................................................................................................. 15
3.3 Special Consideration (including deferrals and extensions)............................................................... 15
3.4 Academic Integrity ........................................................................................................................... 15
3.5 Return of assessment ....................................................................................................................... 16
3.6 Review of assessment ...................................................................................................................... 16
4 Learning and teaching in this subject .......................................................................................................... 17
4.1 Subject calendar .............................................................................................................................. 17
4.2 Learning and teaching activities/expectations .................................................................................. 18

This Subject Outline has been prepared by Carolyn Heward for the College of Healthcare Sciences, James Cook
University. Version 1 updated 25 October 2023.

The information provided in this subject outline is correct as at the time of completion and may change in
response to changing University resources. Any changes will be approved by the College Dean or representative
and will be communicated to students by the LearnJCU subject site.

Page 2 of 18
1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for a three
(3) credit point subject requires a 130 hour work load of study related activities, including attendance,
assessment and self-directed study over the duration of the subject with equivalency across all attendance
modes. Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be required
per week for those students in need of English language, numeracy or other learning support.

Key subject activities

Refer to your JCU Singapore Calendar 2023;

• 26 Hours - Workshops
your StudentFirst class timetable;
• Assessment and self-directed study
and your LearnJCU subject site

Other mandatory attendance requirements:

If you are absent from a compulsory learning activity you will need to complete the JCU Special Consideration Application
no later than three (3) University working days after the date of the learning activity.

For information regarding JCUS class registration, visit https://secure.jcu.edu.sg/StudentFirst/

Learning and teaching activities may be recorded for this subject. Personal Information in the form of images and
audio may be collected by JCU during the recording. This Personal Information may appear as part of the
recording which is accessible to students and staff in this subject on LearnJCU.

1.2 Teaching Staff contact details

Teaching Consultation
Staff member Room Phone Email
team times*

004-230
Subject +61 7 4781
Carolyn Heward (Bebegu- Carolyn.heward@jcu.edu.au By email
Coordinator 6074
Yumba)

Lecturer A/Prof Maria Hennessy B1-03 67093764 maria.hennessy@jcu.edu.au By email

Learning JCU Singapore Learning learningcentre-

C1-12B N/A By email
Advisors Centre singapore@jcu.edu.au

Librarian JCUS Library C1-08 N/A library-singapore@jcu.edu.au By email

*Other consultation times by appointment only.

1.3 Subject description

This subject is designed to introduce students to the principles of psychological assessment. The subject will cover
psychometric theory and test construction principles. This subject is designed to teach students how to
administer, score and interpret commonly used psychological test instruments in a culturally, interpersonally, and
ethically sensitive manner.

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1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
• Critically review the psychometric, ethical, and sociocultural issues in the construction, validation,
implementation and interpretation of psychological measures with a critical assessment of their
appropriateness when working with people from diverse backgrounds, including Aboriginal and Torres
Strait Islander peoples
• Demonstrate competent interpersonal and interview skills in the administration of commonly used
psychological tests with consideration of sociocultural context
• Score, interpret, integrate and report on results from commonly used standardised psychological test
instruments.

These outcomes will contribute to your overall achievement of course learning outcomes.

1.5 Student feedback on subject and teaching

Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects and
teaching, we regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all
students through LearnJCU. You will receive an email invitation when the survey opens.

In response to previous student feedback and other data, progressive changes to the subject are being made with
regards to the learning resources, and the assessment tasks, and we have implemented changes to the marking
criteria and rubrics for this delivery, including:
• Assessment 2: Removal of the examination from the assessment. An alternative ecologically relevant
assessment has been created in its place.
• Assessment 3: Amendment of the marking rubric to clarify expectations of the student as clinical
interviewer.
• Assessment 4: Amendment of the marking rubric to ensure the weighting of the various components of
the psychological report are fair.

1.6 Subject resources and special requirements

All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

Prescribed text

Gregory, R.J. (2015). Psychological Testing: History, Principles, Applications (7th Edition, Global Edition). Sydney,
Australia: Pearson Education Limited.

Antony, M.M. & Barlow, D.H. (2020). Handbook of Assessment and Treatment Planning for Psychological
Disorders (Third Edition). New York, NY: Guilford Press.

Purchasing details are available at the Booktopia website.

Technology requirements

In order to engage in this subject, students are expected to have a fast, reliable computer with the latest
operating system. Students will also need reliable internet connections and the latest version of Google Chrome
(preferred browser). Students are expected to have access to Microsoft Office applications: including Word, Excel
and PowerPoint equivalent. To enable participation, students should make sure their computer has a built-in

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webcam, microphone and speakers or use a headset. In some subjects, students will be required to download
specific software applications to complete the subject content and assessment successfully, and require a
webcam suitable for undertaking invigilated assessments via Respondus lockdown browser and monitor.

Page 5 of 18
2 Assessment details
2.1 Key dates

Key dates Date

Census date and Last date to withdraw without financial penalty See 2023 JCUS Study Period and Census Dates

Last date to withdraw without academic penalty See 2023 JCUS Study Period and Census Dates

Assessment item 1: MCQ Test/Quiz [10%] Due: 25th November 2023 by 6 pm Singapore time

Assessment item 2: Essay [20%] Due: 9th December 2023 by 23:59 pm Singapore Time

Assessment item 3: Test Administration [35%] Due: 23rd December 2023 by 23:59 pm Singapore Time

Assessment item 4: Psychological Report [35%] Due: 13th January 2024 by 23:59 pm Singapore Time

2.2 Requirements for successful completion of this subject

In order to pass this subject, you must:
• submit all assessment items;
• achieve a cumulative score of at least 50% after the application of any penalties such as late penalties.

Final results for this subject will be graded as described in the Student Results Policy. Graded = HD, D, C, P, F etc.

Supplementary examinations/assessments are not available for this subject.

2.2.1 Authentication of assessment

As per Learning Teaching and Assessment Procedure clause 3.2e the Subject Coordinator may nominate any piece
of written assessment submitted in this subject for authentication of authorship. Any written assessment
submission requiring verification of authorship may be selected for oral examination. Students whose
assessment requires authentication will receive an email invitation to an oral examination meeting, to be held
either in person or via Zoom/Teams/subject Collaborate room.

2.2.2 How do I track my progress in this subject?

Students will receive progressive or formative feedback to inform their learning over the course of the subject as
they complete each piece of assessment. Formative feedback is also provided at the completion of in-class pre-
census quizzes and on posts in the discussion forums.

2.3 AccessAbility Services and Support

Reasonable adjustments may be made to assist you to manage additional circumstances impacting on your
studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter
the need to be able to demonstrate the inherent requirements of the course. If you believe you will experience
challenges completing your degree or course because of a disability, health condition or other reason, you should
fill up the Accessibility Intake form (click Forms for Prospective Students to locate this) and submit to the relevant
Student Ambassador at JCUS who will be in touch with you.

Your course inherent requirements can be found here.

Page 6 of 18
2.4 Assessment items
ASSESSMENT ITEM 1: WRITTEN > TEST/QUIZ - MCQ
☒ Critically review the psychometric, ethical, and sociocultural issues in the construction,
validation, implementation and interpretation of psychological measures with a critical
assessment of their appropriateness when working with people from diverse
Aligned subject learning backgrounds, including Aboriginal and Torres Strait Islander peoples;
outcomes ☐ Demonstrate competent interpersonal and interview skills in the administration of
commonly used psychological tests with consideration of sociocultural context;
☐ Score, interpret, integrate and report on results from commonly used standardised
psychological test instruments.

Aligned professional Australian Psychology Accreditation Council Accreditation Standards

standards/competencies Psychology Board of Australia Standards and Guidelines

Group or individual Individual

10%
Due: 25th November 2023 by 6pm Singapore time
Weighting and due date
Opens 6pm Wednesday
Closes 6pm Saturday

Requirements for
Students must complete this assessment item in order to be eligible to pass the subject. You
successful completion of
must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Word count / Time limit 15 minutes to complete 10 Multiple Choice Questions

ASSESSMENT ITEM 1: DESCRIPTION

This assessment item comprises a short online quiz comprised of multiple-choice questions, designed to provide
you with formative feedback on your understanding and application of your learning from week 1-3 content. You
will have access to complete the quiz within the dates outlined above. You can only attempt the quiz once. You
must attempt the quiz within the specified date and cannot stop the quiz and come back to it at a later stage, so
you must ensure you have uninterrupted time to focus on this assessment.

ASSESSMENT ITEM 1: MARKING CRITERIA

Marks will be awarded for each correct MCQ answer. The total marks awarded for the quiz will be converted to a
percentage attainment from the 10% of the total subject assessment allocated to this assessment task.

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 ASSESSMENT ITEM 2: WRITTEN > ESSAY
☒ Critically review the psychometric, ethical, and sociocultural issues in the construction,
validation, implementation and interpretation of psychological measures with a critical
assessment of their appropriateness when working with people from diverse
Aligned subject learning backgrounds, including Aboriginal and Torres Strait Islander peoples;
outcomes ☐ Demonstrate competent interpersonal and interview skills in the administration of
commonly used psychological tests with consideration of sociocultural context;
☐ Score, interpret, integrate and report on results from commonly used standardised
psychological test instruments.

Aligned professional Australian Psychology Accreditation Council Accreditation Standards

standards/competencies Psychology Board of Australia Standards and Guidelines

Group or individual Individual

20%
Weighting and due date
Due: 9th December 2023 by 11:59 pm Singapore Time

Requirements for
Students must complete this assessment item in order to be eligible to pass the subject. You
successful completion of
must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Word count / Time limit 1000 words

ASSESSMENT ITEM 2: DESCRIPTION

In this subject, you will learn that assessment is utilised across a variety of settings, clinical, organisational,
educational, primary practice etc. As such, various tests are often used to predict mental health, intelligence,
educational achievement and personality (to name a few). However, we need to be critical of these tests. Not
only do psychological assessments need to be reliable and valid, but they also need to be culturally appropriate
and sensitive to the diversities and needs of people from various backgrounds.

For this assessment you will be provided with a case study referral for assessment and asked to write a brief
introduction to the client, using this introduction as a reference point you will then prepare an assessment plan to
meet the referral question. You will need to consider the cultural appropriateness of the assessment strategy/test
selection and discuss it, including relevant psychometrics, populations, amendments to the testing
process/environment etc.

Your essay should be presented in the form of assessment plan. There is a word limit of 1000 words (+/- 10%)
excluding references, word counts beyond + 10% will not be read or graded. Be sure to address the following
tasks:
• Provide a brief introduction to the client – this includes reason for referral and relevant client history such
as background contextual (including family history, medical history, and personal development) and
demographic information. Use the heading of ‘Client history’.
• Summarise the presenting symptoms using your own words– this information is relevant to your
assessment plan. Use the heading of ‘Summary of presenting symptoms’.
• Your assessment plan should include two (at the very least) or three tests to address the referral reason
and presenting problems with some justification for their inclusion based on their psychometric
properties. Use the heading of ‘Assessment plan’ for this section.
• Your assessment plan should consider the potential consequences, issues and risks of your assessment
plan from a cross-cultural perspective.

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• Consider the appropriateness of your assessment strategy/test selection and justify your selection based
on peer-reviewed literature, including the consideration of any relevant cultural factors. Your assessment
plan should provide recommendations on how to mitigate these risks. The assessment plan you offer
should be tailored to your client, so be sure to link the approach to your client’s circumstances where
possible. Use the heading of ‘Assessment plan justification.’
• In-text referencing, the reference list and the formatting of the report must adhere to the APA7th
guidelines.
• Submit your assessment via LearnJCU

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ASSESSMENT ITEM 2: MARKING RUBRIC
Outstanding (upper range)
Criteria
80-100%
Expert articulation of the
Background information client background and
(10) purpose of seeking
assessment, as evidenced
by: succinct, accurate, and
astute description of the
referral reason and
presenting problems
SCORE (10) 8-10
Selection of tests (25%) Judicious use of compelling
literature from scholarly
sources to support
selection of tests, with
judicious discussion of
relevant psychometric
properties
SCORE (25) 20-25
Justification of assessment Justification was insightful,
plan as evidenced by:
(25%) compelling and targeted
arguments on the
importance of cultural
sensitivity when conducting
assessments, including
highly contextualised and
consistent targeted
potential consequences
and risks of using
assessment tools within a
cultural context, with
evidence of judicious use of
relevant literature from
credible sources.
SCORE (25) 20-25
Explanation of cultural Exceptional explanation of
factors specific to key cultural factors specific
assessment plan (25%) to assessment plan as
evidenced by a very clear,
accurate and
comprehensive discussion.
SCORE (25) 20-25
Written communication Demonstrates exemplary
10% and very fluent written
communication skills, with
evidence of concise and
consistently clear language
throughout.
Use of accurate
terminology that is tailored
to the intent of the written
work.
Optimal structure and
sequencing of paragraphs,
professionally constructed
sentences and correct
punctuation and spelling.
SCORE (10) 8-10
Formatting and referencing APA 7th edition formatting
5% and referencing
conventions in both in-text
referencing and reference
list have always been
applied accurately and
consistently.
SCORE (5) 4-5
OVERALL SCORE /100
Sound (C – mid-range D)
65-79%
Advanced articulation of
the client background and
purpose of seeking
assessment, as evidenced
by accurate, and logical
description of the referral
reason and presenting
problems
6.5-7.9
Effective use of convincing
literature from scholarly
sources to support
selection of tests, with
effective discussion of
relevant psychometric
properties
16.25-19
Justification was
thoughtful, as evidenced
by: convincing and specific
arguments on the
importance of cultural
sensitivity when conducting
assessments, including
contextualised and specific
considerations of the
potential consequences
and risks of using
assessment tools within a
cultural context, with
evidence of logical use of
appropriate literature from
credible sources.
16.25-19
Advanced explanation of
important cultural factors
specific to assessment plan
as evidenced by a clear,
accurate and substantial
discussion.
16.25-19
Demonstrates fluent
written communication
skills, with evidence of
mostly concise and clear
language throughout.
Use of accurate
terminology that is tailored
to the intent of the written
work.
Effective sequencing and
structure of paragraphs,
well-constructed sentences
and very minor punctuation
and spelling errors.
6.5-7.9
APA 7th edition formatting
and referencing
conventions in both in-text
referencing and the
reference list have been
used almost always
accurately and consistently.
3.25-3.9
Page 10 of 18
Satisfactory (P)
50-64%
Clear articulation of the
client background and
purpose of seeking
assessment, as evidenced
by mostly valid description
of the referral reason and
presenting problems
5-6.4
Basic use of literature from
scholarly sources to
support selection of tests,
with basic discussion of
relevant psychometric
properties
12.5-16
Justification was
satisfactory, as evidenced
by: suitable and basic
arguments on the
importance of cultural
sensitivity when conducting
assessments, including
basic identifications of the
potential consequences
and risks of using
assessment tools within a
cultural context, with
evidence of basic use of
literature from mostly
credible sources.
12.5-16
Basic explanation of largely
relevant cultural factors
specific to assessment plan
as evidence by a valid
discussion.
12.5-16
Demonstrates satisfactory
written communication
skills, with evidence of basic
and sometimes accurate
language, but may contain
notable errors.
Basic sequencing and
structure of paragraphs and
sentences, punctuation and
grammar contain
consistent errors, but that
does not detract from the
intended meaning.
5-6.4
APA 7th edition formatting
and referencing
conventions in both in-text
referencing and the
reference list, but with
some errors and
inconsistencies.
2.5-3
Unsatisfactory (F)
<50%
Poor description of the
client background, as
evidenced by inaccurate or
superficial description of
the referral reason and
presenting problems
0-4.9
Largely irrelevant literature
or literature from sources
that are not credible; OR
insufficient use of literature
to support selection of
tests, with insufficient
discussion of relevant
psychometric properties
0-12
Justification was very
superficial (or largely
missing).
The arguments provided
were irrelevant and/or
scant. Literature used is
largely irrelevant OR
insufficient literature is
used to support the
arguments presented.
0-12
Poor explanation of cultural
factors or irrelevant
cultural factors to
assessment plan as
evidenced by superficial or
unclear discussion.
0-12
Demonstrates poor written
communicationskills, with
evidence of poor language.
Use of inaccurate
terminology OR use of
terminology that does not
align to the intent of the
written work.
Poorly constructed
sentences and significant
punctuation and spelling
errors.
0-4.9
Adherence to APA 7th
edition formatting and
referencing conventions in
both in-text referencing
and the reference list is
minimal or non-existent.
0-2.4
 ASSESSMENT ITEM 3: PERFORMANCE/PRACTICE/PRODUCT > CLINICAL ASSESSMENT –
TEST ADMINISTRATION
☐ Critically review the psychometric, ethical, and sociocultural issues in the construction,
validation, implementation and interpretation of psychological measures with a critical
assessment of their appropriateness when working with people from diverse
Aligned subject learning backgrounds, including Aboriginal and Torres Strait Islander peoples;
outcomes ☒ Demonstrate competent interpersonal and interview skills in the administration of
commonly used psychological tests with consideration of sociocultural context;
☐ Score, interpret, integrate and report on results from commonly used standardised
psychological test instruments.

Aligned professional Australian Psychology Accreditation Council Accreditation Standards

standards/competencies Psychology Board of Australia Standards and Guidelines

Group or individual Individual

35%
Weighting and due date
Due: 23rd December 2023 by 23:59 pm Singapore Time

Requirements for
Students must complete this assessment item in order to be eligible to pass the subject. You
successful completion of
must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Time limit 20 minutes

ASSESSMENT ITEM 3: DESCRIPTION

For the Test Administration task you will need to complete and submit a 20-minute recorded administration of a
structured initial interview (Anxiety and Related Disorders Interview Schedule for DSM-5; Adult Version). You are
encouraged to pair up with a classmate for the purposes of this assessment, however you may choose your own
adult partner. Two clinical vignettes will be provided. Your partner will play the role of a “client”. Submit the video
of roleplay and completed respective protocol in pdf in the prescribed folder on LearnJCU. If you have difficulty
uploading the recordings then you can submit the recording via a link to an online cloud storage like One drive,
Google drive etc. for marking purposes.

For your “client”, you will be provided with case material to help prepare for the role play. As the interviewer,
you will be provided with the ADIS-5 and will need to administer this during a session with your “client”. You will
be provided with all relevant materials from the LearnJCU website. Recording should be conducted in a quiet
room that is organized in a professional manner (e.g. table and chairs, or chairs and coffee table). Your recording
should be no longer than 20 minutes (+ 10%), recordings will not be viewed or graded beyond 22 minutes.

Page 11 of 18
ASSESSMENT ITEM 3: MARKING RUBRIC

Criteria
Outstanding (upper Sound (C – mid-range Satisfactory (P) Unsatisfactory (F)
range) D)
50-64% <50%
80-100% 65-79%
Expert use of microskills, Advanced use of Competent use of Use of microskills, body
body language and voice microskills and body microskills and body language and voice fails
consistently conveys language and voice language and voice to convey warmth and
warmth and respect and conveys warmth and conveys warmth and respect and/or promote
promotes a high level of respect and promotes respect and promotes sufficient client
Engagement and client engagement and client engagement and sufficient client engagement and
rapport rapport. rapport. engagement and rapport.
(35) Expert ability to identify Advanced ability to rapport. Under-developed ability
and manage client’s identify and manage Able to identify and to identify or manage
emotions and reactions client’s emotions and manage client’s client’s emotions and
through the interview. reactions. emotions and reactions, reactions.
although not always
successful.
SCORE (35) 28-35 22.5-27 22-18 0-17.5
Applies sophisticated Applies thoughtful Applies satisfactory Applies under-
interviewing skills, being interviewing skills, interviewing skills, being developed interviewing
flexible in use of the mostly being flexible in somewhat flexible in use skills and rigidly adheres
structure and not overly use of the structure, and of the structure or being to the structure with no
reliant on the tool, mostly flexible in overly reliant on the attempts at flexibility.
comprehensively reliance on the tool, tool, captures key Interview flow is poor
capturing key skilfully capturing key information. Interview and is clearly scripted.
information. Interview information. Interview flows but is stunted and An inadequate
flows naturally and flows naturally overall seems scripted or introduction and
Interviewing skills (30) sounds genuine and but may become slightly forced. conclusion to the
authentic. stunted or feel slightly A satisfactory session are provided or
A sophisticated forced or scripted. introduction and they are absent.
introduction to the A thoughtful conclusion to the Inadequate time
interview and a introduction and session are provided. management of session.
meaningful conclusion conclusion to the Basic time management
to the session are session are provided. of session.
provided. Effective time
Optimal time management of session.
management of session.
SCORE (30) 24-30 20-23 16-19.5 0-15
Clearly phrased Effectively phrased Questions mostly cover Unclear questions result
questions questions cover required breadth in insufficient coverage
comprehensively cover sufficient breadth and allowing for capture of of symptoms
the required breadth some depth allowing for relevant symptoms with
Symptom exploration
and depth allowing for capture of relevant broad/general detail
and capture (35)
capture of relevant symptoms with
symptoms with thorough detail
comprehensive and
contextualized detail
SCORE (35) 28-35 22.5-27 22-18 0-17.5
OVERALL SCORE /100
STUDENT NAME

Page 12 of 18
 ASSESSMENT ITEM 4: WRITTEN > CASE REPORT – PSYCHOLOGICAL REPORT
☐ Critically review the psychometric, ethical, and sociocultural issues in the construction,
validation, implementation and interpretation of psychological measures with a critical
assessment of their appropriateness when working with people from diverse
Aligned subject learning backgrounds, including Aboriginal and Torres Strait Islander peoples;
outcomes ☐ Demonstrate competent interpersonal and interview skills in the administration of
commonly used psychological tests with consideration of sociocultural context;
☒ Score, interpret, integrate and report on results from commonly used standardised
psychological test instruments.

Aligned professional Australian Psychology Accreditation Council Accreditation Standards

standards/competencies Psychology Board of Australia Standards and Guidelines

Group or individual Individual

35%
Weighting and due date
Due: 13th January 2024 by 23:59 pm Singapore Time

Requirements for
Students must complete this assessment item in order to be eligible to pass the subject. You
successful completion of
must achieve a minimum of 50% in order to pass this assessment item.
this assessment item

Word count 1100 words

ASSESSMENT ITEM 4: DESCRIPTION

The aim of the Psychological Report is to provide students with practical experience in writing a psychological
report. Students will be provided with a set of case notes and protocols, and will be required to score, interpret
and integrate this information into a brief psychological report. This report is expected to be of a professional
format and standard, you will be assessed on your ability to present and organize information in a meaningful
structure. Your report should be no longer than 1100 words (+/- 10%), word counts beyond + 10% will not be read
or graded.

Your report should include:

• Introduction section, including referral reason, identifying data, presenting problems
• Background Information, including relevant historical information (e.g., individual, family, medical,
psychiatric history)
• Behavioural observations which provide a clear description of the client’s behaviour within the context of
the assessment setting. Includes attitudes towards testing, general behaviour during testing, response to
feedback, ability to follow instruction, consider elements from a standard mental status examination
(MSE) which can assist in communicating your observations.
• Assessment of results should include scoring, interpretation & reporting of measures: Includes any
reliability and validity issues with administration; scores, percentile ranks, classifications, and other
assessment-related data. Results are summarized and integrated.
• Summary and recommendation section with clear conclusions drawn with appropriate illustrative
examples; clinical impressions, including diagnosis, where appropriate, should be stated with appropriate
caution; recommendations follow from findings and are realistic & feasible

Additional information regarding the structure and content of the report will be made available on LearnJCU.

Submit your report in a word or PDF format via the relevant safe assignment drop box on the LearnJCU subject
site before the published submission deadline.

Page 13 of 18
ASSESSMENT ITEM 4: MARKING RUBRIC
Criteria Outstanding (upper range)
80-100%
Concisely and accurately
outlines the reason for the
referral and purpose of the
Introduction section:
assessment. Expert
Reason for referral and
articulation of the client
background information
background, as evidenced
(15)
by succinct, accurate, and
astute description of the
presenting problem
SCORE (15) 12-15
Expert articulation of
observed testing behaviours
and relevant MSE categories
Behavioural
within the context of the
Observations
assessment setting, as
(5)
evidenced by succinct,
accurate, and astute
descriptions of observations
SCORE (5) 4-5
Correct scoring (no errors).
Assessment Results: Accurate and clear reporting
Scoring & Interpretation of test scores; insightful,
(35) accurate, and clinically
reasoned interpretation
SCORE (35) 28-35
Concise, fluent and
compelling summary of
assessment findings, no
repetition of results, and
articulate alignment to
Summary
referral question; excellent
(15)
integration of findings from
different aspects of
assessment and
background, no new
information included.
SCORE (15) 12-15
Recommendations are
manageable, achievable and
Recommendations (20) well-aligned to referral
question and assessment
results
SCORE (20) 16-20
Demonstrates exemplary
written communication
skills, with evidence of:
sophisticated, unambiguous,
professional non-
judgmental language that is
tailored to the intent of the
written work; highly
Written communication
effective sequencing and
(10)
structure of paragraphs in
body; professionally
constructed sentences and
correct punctuation and
spelling; technical terms and
jargon are avoided or
appropriately explained.
.
SCORE (10) 8-10
OVERALL SCORE /100
Sound (C – mid-range D) Satisfactory (P) Unsatisfactory (F)
65-79% 50-64% <50%
Generally outlines the
Accurately outlines the reason for the referral and Inadequately outlines the
reason for the referral and purpose of the assessment, reason for the referral and
purpose of the assessment. however some inaccuracies purpose of the assessment.
Advanced articulation of the or omissions may be Poor description of the
client background, as notable. Clear articulation of client background, as
evidenced by accurate, and the client background, as evidenced by inaccurate or
logical description of the evidenced by mostly valid superficial description of the
presenting problem description of the presenting problem
presenting problem
9.75-11.5 7.5-9.5 0-7
Advanced articulation of Poor description of
Clear articulation of
observed testing behaviours observed testing behaviours
observed testing behaviours
and relevant MSE categories and relevant MSE categories
and relevant MSE categories
within the context of the within the context of the
within the context of the
assessment setting, as assessment setting as
assessment setting as
evidenced by accurate and evidenced by inaccurate or
evidenced by mostly valid
logical descriptions of superficial descriptions of
descriptions of observations
observations observations
3.25-3.9 2.5-3 0-2.4
Sound scoring - while not Satisfactory scoring – while Unsatisfactory scoring that
optimal, only minor errors, not optimal, the scoring adversely impacts the
the scoring does not does not adversely impact outcome of the tests.
adversely impact the the outcome of the tests Inaccurate and/or unclear
outcome of the tests. Accurate and mostly clear reporting of test scores;
Accurate and clear reporting reporting of test scores, poor interpretation,
of test scores; thoughtful, satisfactory interpretation, comprising limited
accurate, and clinically but may not be sufficiently reasoning
reasoned interpretation reasoned.
22.5-27 22-18 0-17.5
Concise and articulate Poor summary of
Clear summary of
summary of assessment assessment findings, results
assessment findings, with
findings, with limited are repeated, and limited
some repetition of results,
repetition of results, and alignment to referral
and general alignment to
specific alignment to referral question; insufficient
referral question; some
question; advanced integration of findings from
integration of findings from
integration of findings from different aspects of
different aspects of
different aspects of assessment and
assessment and
assessment and background; and new
background; no new
background; no new information may be
information included
information included. included
9.75-11.5 7.5-9.5 0-7
Unsuitable
Recommendations are Recommendations are
recommendations are either
achievable and aligned to mostly achievable, broadly
not achievable, not aligned
referral question and aligned to referral question
to referral question and/or
assessment results and assessment results
assessment results
13-15 10-12 0-9
Demonstrates advanced
Demonstrates satisfactory
written communication Demonstrates poor written
written communication
skills, with evidence of: communication skills, with
skills, with evidence of: basic
effective unambiguous, evidence of: poor language
but non-judgmental
professional, non- choices, including use of
language that broadly aligns
judgmental language that is inaccurate, jargon or
to the intent of the written
suited to the intent of the judgmental terminology or
work; largely logical
written work; effective terminology that does not
sequencing and structure of
sequencing and structure of align to the intent of the
paragraphs in body;
paragraphs in body; well- written work; inconsistent
satisfactorily constructed
constructed sentences and sequencing and structure of
sentences and minor
very minor punctuation and paragraphs in body; poorly
punctuation and spelling
spelling errors; technical constructed sentences and
errors; technical terms and
terms and jargon are significant punctuation and
jargon are mainly avoided or
avoided or appropriately spelling errors.
appropriately explained
explained
6.5-7.9 5-6.4 0-4.9
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3 Submission and return of assessment
3.1 Submission of assessment
All assessments are to be completed/submitted in LearnJCU

Assessment Task 3 – Test Administration is to be submitted as a soft copy assignment on the specified due date.
A copy of completed ADIS-5 protocol, and video is to be submitted to LearnJCU in the prescribed folder. If the
students have difficulty uploading their video they can provide a link to a cloud storage device or to YouTube as
an alternative.

All feedback and results will be returned to you via LearnJCU.

3.2 Late submissions

The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties imposed for
submission of an assessment item after the due date. This formula is 5% of the total possible marks for the
assessment item per day including part-days, weekends, and public holidays. If submitted after 20 days, the
assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible marks in penalties).
For assessment items weighted 0%, and submitted after 10 days a DNS (Did Not Submit) grade is awarded.

3.3 Special Consideration (including deferrals and extensions)

You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must make
yourself available for assessments and examinations at the scheduled times and extensions or deferrals for an
assessment item due to previously scheduled commitments such as weddings or holidays, will not be granted.

All Special Consideration requests can be applied for through the Special Consideration application form. The
form is linked to the Special Consideration Procedure and also available on the Student Forms webpage.

Possible equity measures for Special Circumstances that occurred during the study period that specifically
impacted performance or completion of on-course assessments or examinations but did not prevent submission
or sitting of the assessments or examinations for subjects administered by College of Healthcare Sciences include:
• Supplementary examination or assessment;
• Special examination or assessment.
Amendment of final subject grade is not available as an outcome for College of Healthcare Sciences subjects.

See Student Special Circumstances Policy, Special Consideration Procedure and Withdrawal from Subjects without
Financial and Academic Penalty Procedure.

3.4 Academic Integrity

As outlined in the Coursework Academic Integrity Policy and Procedure, you are required to complete the
Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion may be
applied.

All non-examination items of assessment are required to be submitted with the Assessment Declaration available
through LearnJCU. The Assessment Declaration contains statements relating to academic integrity under the
Coursework Academic Integrity Policy and Procedures. All instances of academic misconduct are treated very
seriously by the University and students may be severely penalised for committing any form of academic
misconduct.

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For more information regarding academic integrity, see https://www.jcu.edu.sg/current-students/student-
support-services/learning-support/academic-integrity-at-james-cook-university-singapore

3.5 Return of assessment

Return of assessment and feedback will be done online via the LearnJCU portal.

The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given, as per
clause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade for every
component of assessment as per clause 3.5.1 and 3.5.2 of the Learning Teaching and Assessment Procedures. You
can also request written or verbal feedback from the marker (see Learning, Teaching and Assessment Procedures
3.5).

3.6 Review of assessment

Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching and
Assessment Procedures, 3.6). It is important to be aware that assessment results “must always undergo final
ratification for each study period. No single grade or mark represents a final result in a subject” (Learning,
Teaching and Assessment Procedures, 3.7.4.).

Consensus marking is done for each grade band across campuses.

Audio and/or video recording of assessment (e.g. oral assessment) may be used in this subject as per the Learning
Teaching and Assessment Procedure (3.1.5f) and will be securely stored in line with Learning Teaching and
Assessment Procedure (3.8.1).

Students can seek a review of individual assessment pieces through the process identified in clause 3.8 of the
Learning, Teaching and Assessment Procedures.

Students can seek a review of the final subject result through the process contained in the Academic and
Statutory Decisions Review and Appeal Procedure.

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 4 Learning and teaching in this subject
4.1 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen
circumstances. Please monitor announcements made via LearnJCU. Refer to your JCUS Study Period Academic
Calendar for important dates.

Week Subject Activities Readings/ Preparation Relationship to assessment

O-Week
O-WEEK
30-Oct-23
1 Workshop 1 – 3 Hrs Antony & Barlow (2010). Chapter 1 Evidence-Based Assessment 1 and
6-Nov-23 Introduction to Subject, Overview Assessment. Assessment 2

2 Workshop 2 – 3 Hrs
Gregory (2015) Chapter 3, Norms and Reliability
Psychometric Review: Norms, Assessment 1 and
13-Nov-23 Gregory (2015), Chapter 4, Validity and Test
Reliability Validity & Test Assessment 2
PH 13 Nov Construction
Constructions
Assessment 1 and
Workshop 3 – 3 Hrs
3 Gregory (2015), Chapter 8B Self-Report and Assessment 2
Self-Report and Behavioral
20-Nov-23 Behavioural Assessment of Psychopathology Assessment 1: MCQ due
Assessment of Psychopathology
25 November 2023 by 6pm

Workshop 4 – 3 Hrs Adams, Drew & Walker (2016). Chapter 16 Principles

4 of Practice in Mental Health Assessment with
Cross-cultural assessment Assessment 2
27-Nov-23 Aboriginal Australians (Available in the subject’s
Introduction to Assessment 2 Reading list)
Workshop 5 – 3 Hrs Antony & Barlow (2010). Chapter 3 Brief measures for
Mental Health Screens Screening and Measuring Mental Health Outcomes Assessment 3
5 Cognitive Screens Antony & Barlow (2010). Chapter 4: Structured and Assessment 2: Essay due-
4-Dec-23 Geriatric Assessment (MOCA) Semi-structured Diagnostic Interviews 9th December 2023 by 11:59
Structured Clinical Interviews Gregory (2015) Chapter 10B Neuropsychological Tests, pm
(ADIS-IV) Batteries and Screening Tools
Workshop 6 – 3 Hrs
6 Foundations of Personality Testing: Gregory (2015), Chapter 8A Theories of personality
Assessment 3
11-Dec-23 An Overview. Introduction to and projective Techniques
Assessment 3
Assessment 3: Clinical Test
administration Due
7 Workshop 7 – 3 Hrs
Sattler (2009). Chapter 5 Report Writing Guidelines 23rd December 2023 by 11:59
18-Dec-23 Psychological Report Writing
pm
Assessment 4
8
Workshop 8 – 3 Hrs Gregory (2015) Chapter 7A, Infant and Preschool
25-Dec-23
Child Assessment Assessment
PH 25 Dec

9 Douglas, T., Pugh, J., Singh, I., Savulescu, J., & Fazel, S.
Workshop 9 – 2 Hrs (2017). Risk assessment tools in criminal justice and
1-Jan-24
Forensic Assessment forensic psychiatry: The need for better data.
PH 1 Jan European Psychiatry, 42, 134-137.

10 Assessment 4: Psychological
report due 13th January 2024
8-Jan-24 by 11:59pm.
Exams
15-Jan-24 Exam Prep Mon 15 – Wed 17
Exams Exam Period Thu 18 – Sat 27
22-Jan-24

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4.2 Learning and teaching activities/expectations
The subject is designed to give students advanced knowledge and skills in psychometrics, test use, and
psychological assessment. Psychological assessment is an important skill which differentiates the psychologist
from other professionals in today’s diverse and complex work environments.

During the workshops, this subject will provide a practical overview of four important areas: (1) principles of
psychological testing including norms, reliability, validity, and test construction; (2) the application of
psychological assessment strategies in professional practice; (3) development of practical skills in test
administration, scoring and interpretation; and (4) development of psychological report writing skills. This subject
will also examine ethical issues relevant to psychological testing and assessment.

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