Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCALE DEVELOPMENT in PSYCHOLOGY | PSK3216977 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 Salı 15:30-16:15 Cumartesi 13:30-14:15 Cumartesi 14:30-15:15 Cumartesi 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Duygu BUĞA |
| Name of Lecturer(s) | Lect.Dr. Deniz YERLİKAYA |
| Assistant(s) | |
| Aim | This course aims to introduce students to the fundamental concepts, theoretical frameworks, and practical procedures in psychological measurement and scale development. Beginning with levels of measurement and types of scales, the course covers all stages of the scale development process, including establishing a theoretical foundation, item writing, pilot and field testing, item analysis, and reliability and validity studies. Students will also learn how to evaluate construct validity using exploratory and confirmatory factor analysis, understand scale adaptation and norm development procedures, and develop awareness of the ethical and responsible use of assessment tools. |
| Course Content | This course contains; Introduction to the Course and Fundamental Concepts in Measurement and Scale Development,Levels of Measurement and Types of Scales ,Scale Development Process I: Theoretical Framework and Item Writing ,Preparation for Scale Development: Pilot Testing, Field Testing, and Readiness for Analysis,Practical Session: Item Writing and Data Collection,Item Analysis,Practical Session: Item Analysis of the Newly Developed Scale*, Psychometric Properties of Measurement Instruments: Concepts and Types of Reliability and Validity ,Construct Validity : Exploratory Factor Analysis (EFA) and Sample Data Analysis* ,Scale Adaptation and Cross-Cultural Measurement ,Norm Development I,Norm Development II,Ethical Principles and Responsibility in the Use of Scales,Applied Scale Development and Examples from the Literature. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 2. Explain the fundamental concepts related to measurement and scale development. | 1 | A |
| 2. Plan and implement the key stages of the scale development process. | 1, 12, 4 | A, C |
| 3. Evaluate psychometric properties, including different types of reliability and validity, and examine construct validity using exploratory and confirmatory factor analysis. | 1, 12, 4 | A, C |
| 4. Can distinguish the principles of scale adaptation, norm development and the ethical use of measurement tools, and can evaluate measurement tools in scientific research and applications by considering these principles. | 1 | A |
| Teaching Methods: | 1: Mastery Learning, 12: Problem Solving Method, 4: Inquiry-Based Learning |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course and Fundamental Concepts in Measurement and Scale Development | 3 |
| 2 | Levels of Measurement and Types of Scales | 3 |
| 3 | Scale Development Process I: Theoretical Framework and Item Writing | 3 |
| 4 | Preparation for Scale Development: Pilot Testing, Field Testing, and Readiness for Analysis | 3 |
| 5 | Practical Session: Item Writing and Data Collection | 3 |
| 6 | Item Analysis | 3 |
| 7 | Practical Session: Item Analysis of the Newly Developed Scale* | 3 |
| 8 | Psychometric Properties of Measurement Instruments: Concepts and Types of Reliability and Validity | 3 |
| 9 | Construct Validity : Exploratory Factor Analysis (EFA) and Sample Data Analysis* | 3 |
| 10 | Scale Adaptation and Cross-Cultural Measurement | 3 |
| 11 | Norm Development I | 3 |
| 12 | Norm Development II | 3 |
| 13 | Ethical Principles and Responsibility in the Use of Scales | 3 |
| 14 | Applied Scale Development and Examples from the Literature | 3 |
| Resources |
| 1. DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications. 2. Kline, P. (2015). A handbook of test construction (psychology revivals): introduction to psychometric design. Routledge. 3. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme I, II ve III. Ankara: Pegem Akademi Yayınları. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SCALE DEVELOPMENT in PSYCHOLOGY | PSK3216977 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Salı 13:30-14:15 Salı 14:30-15:15 Salı 15:30-16:15 Cumartesi 13:30-14:15 Cumartesi 14:30-15:15 Cumartesi 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Duygu BUĞA |
| Name of Lecturer(s) | Lect.Dr. Deniz YERLİKAYA |
| Assistant(s) | |
| Aim | This course aims to introduce students to the fundamental concepts, theoretical frameworks, and practical procedures in psychological measurement and scale development. Beginning with levels of measurement and types of scales, the course covers all stages of the scale development process, including establishing a theoretical foundation, item writing, pilot and field testing, item analysis, and reliability and validity studies. Students will also learn how to evaluate construct validity using exploratory and confirmatory factor analysis, understand scale adaptation and norm development procedures, and develop awareness of the ethical and responsible use of assessment tools. |
| Course Content | This course contains; Introduction to the Course and Fundamental Concepts in Measurement and Scale Development,Levels of Measurement and Types of Scales ,Scale Development Process I: Theoretical Framework and Item Writing ,Preparation for Scale Development: Pilot Testing, Field Testing, and Readiness for Analysis,Practical Session: Item Writing and Data Collection,Item Analysis,Practical Session: Item Analysis of the Newly Developed Scale*, Psychometric Properties of Measurement Instruments: Concepts and Types of Reliability and Validity ,Construct Validity : Exploratory Factor Analysis (EFA) and Sample Data Analysis* ,Scale Adaptation and Cross-Cultural Measurement ,Norm Development I,Norm Development II,Ethical Principles and Responsibility in the Use of Scales,Applied Scale Development and Examples from the Literature. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 2. Explain the fundamental concepts related to measurement and scale development. | 1 | A |
| 2. Plan and implement the key stages of the scale development process. | 1, 12, 4 | A, C |
| 3. Evaluate psychometric properties, including different types of reliability and validity, and examine construct validity using exploratory and confirmatory factor analysis. | 1, 12, 4 | A, C |
| 4. Can distinguish the principles of scale adaptation, norm development and the ethical use of measurement tools, and can evaluate measurement tools in scientific research and applications by considering these principles. | 1 | A |
| Teaching Methods: | 1: Mastery Learning, 12: Problem Solving Method, 4: Inquiry-Based Learning |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course and Fundamental Concepts in Measurement and Scale Development | 3 |
| 2 | Levels of Measurement and Types of Scales | 3 |
| 3 | Scale Development Process I: Theoretical Framework and Item Writing | 3 |
| 4 | Preparation for Scale Development: Pilot Testing, Field Testing, and Readiness for Analysis | 3 |
| 5 | Practical Session: Item Writing and Data Collection | 3 |
| 6 | Item Analysis | 3 |
| 7 | Practical Session: Item Analysis of the Newly Developed Scale* | 3 |
| 8 | Psychometric Properties of Measurement Instruments: Concepts and Types of Reliability and Validity | 3 |
| 9 | Construct Validity : Exploratory Factor Analysis (EFA) and Sample Data Analysis* | 3 |
| 10 | Scale Adaptation and Cross-Cultural Measurement | 3 |
| 11 | Norm Development I | 3 |
| 12 | Norm Development II | 3 |
| 13 | Ethical Principles and Responsibility in the Use of Scales | 3 |
| 14 | Applied Scale Development and Examples from the Literature | 3 |
| Resources |
| 1. DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications. 2. Kline, P. (2015). A handbook of test construction (psychology revivals): introduction to psychometric design. Routledge. 3. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme I, II ve III. Ankara: Pegem Akademi Yayınları. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |