Psychology 4791G 001 FW25
Test Construction
Western University
London Canada
Department of Psychology
Winter 2026
Psychology 9553 Section 001
and
Psychology 4791G Section 001 FW25
Test Construction
1 Calendar Description
This course is intended for psychology graduate and undergraduate students who are interested in developing test/assessment instruments such as questionnaires, short performance scales, observation schedules, interview checklists etc. for their current or planned research program. Students should have an idea in advance what variables/factors they are intending to measure with this new developed instrument (e.g., resiliency, motivation, interpersonal conflict, happiness) and be familiar with the relevant research and assessment issues. Students should also have completed at least a foundational course in psychometrics as well as intermediate statistics and be familiar with statistical packages such as SPSS. It is expected that students will complete the basic literature review needed to operationalize their measure, develop prototypes and drafts of the scale/measure, and explain how data collection would take place to assess the psychometric integrity of the measure. While each project will stand alone, common themes such as test format options, item writing, reliability and validity, data collection, and standardization will be discussed in the larger group, creating a collaborative/supportive learning opportunity.
Antirequisite: Not Applicable.
Prerequisite: Both Psychology 2801F/G and Psychology 2811A/B, or the former Psychology 2820E, or both the former Psychology 2800E and the former Psychology 2810, PLUS registration in fourth year Main Campus Honours Specialization in Psychology or fourth year Honours Specialization in Developmental Cognitive Neuroscience. Fourth year Main Campus Psychology students and Main Campus Psychology Special Students who receive 75% in the prerequisite courses may enrol in this course.
Number of seminar hours: 3; Course weight: 0.5
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2 Course Information
Instructor: Julie Aitken Schermer
Office & Phone: see Brightspace, x 84699
Office Hours: by appointment
Email: jharris@uwo.ca
Teaching Assistant: [TA information]
Office: [TA information]
Office Hours: [TA information]
Email: [TA information]
Time and Location of Classes: see Timetable on Student Centre
3 Course Materials
DeVellis, R.F. (2022). Scale Development: Theory and Applications (5th Ed.). Sage.
Print ISBN: 9781544379340 - $132.95
E-text ISBN: 9781544379333 – 180 day subscription - $53
4 Course Objectives and Learning Outcomes
|
Learning Outcome |
Learning Activity |
Assessment |
|
Depth and Breadth of Knowledge.
|
Lectures and course readings. |
Final exam, presentations, and written assignment. |
|
Knowledge of Methodologies.
|
Lectures and course readings. |
Final exam, presentations, and written assignment. |
|
Application of Knowledge.
|
Lectures and course readings. |
Final exam, presentations, and written assignment.
Final exam only. |
|
Communication Skills.
|
Lectures and additional readings for assignment. |
In-class discussions and presentations for oral communication. Written assignment for written communication. |
|
Awareness of Limits of Knowledge.
|
Lectures and course readings. |
Final exam, presentations, and written assignment.
|
|
Autonomy and Professional Capacity.
|
Lectures and course readings. |
Presentations and in-class discussions. |
5 Evaluation
Summary:
15% = Construct presentation
15% = Item presentation
10% = Item response option presentation
30% = Complete written assignment
30% = Two-hour final exam on textbook material and lectures
Outline and proposal for constructing a measure for your research.
The goal for this course is to introduce students to creating a measure/scale. The first and most crucial step is to establish your construct of interest. The construct will be presented to the class and be the basis of the items generated. These items are then presented to the class (where it is expected that students in the class will provide constructive feedback for each item), followed by a shorter presentation addressing the response format for the items. Based on these presentations, students will write a final assignment.
Following DeVellis’ (2022) guidelines, your final assignment will include:
- Title of the measure you propose to develop (remember to include your name).
- Description (approximately 4-5 pages) of the construct/variables/factors to be measured. This definition should include definitions and descriptions of scales used by others. You are telling us what the construct is, what it is not, how others have measured the construct (if at all), and why you think a new measure is important (such as updating item content, relevance, etc.)
- Type/method/format of measurement of the construct (e.g., questionnaire, interview schedule, observation checklist, performance task, etc.), why this choice, the content of the items, and the response options
- A brief description of how the new measure will be assessed (2-4 pages) to try to establish reliability (if applicable) and support for validity. For example, describe how a:
o Pilot study (item/scale tryout) and preliminary data collection/analysis will be completed
o How will decisions be made regarding possible revisions of the measure based on data/results/feedback
o Describe how a second, larger study will be conducted to help support the scale properties and utility of the measure.
- Your paper will include each of these above components (3000-5000 words for full paper; for examples of what others have done, see any of the articles in Assessment, J. of Psychoeducational Assessment, or other outlets, that describe a new/modified scale and results).
Policy on Missing Coursework
Presentations: Students who are unwell and absent for the day of their presentation will present the next available course day.
Written Assignment: Flexibility Due Date: April 1 to April 8 (last possible time is April 8 at 11pm).
Note, as stated in the policy:
Because flexibility in assessment is incorporated, a request for consideration may be denied.
Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
The Psychology Department follows Western’s grading guidelines: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
In the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding
Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered.
6 Assessment/Evaluation Schedule and 7 Class Schedule
January 7 – Overview of the course and introductions
January 14 – Chapter 1 lecture (Measurement Matters) and discussion
January 21 – Chapter 9 – Measurement in the Broader Research Context (note: we are creating canoes for the course assignment)
January 28 – Chapter 2 – Latent Variables
February 4 – Presentations of constructs for assignment will begin in class (worth 15%) - alphabetical order of students based on last name
February 11 – Chapter 5 – Guidelines in Scale Development
Presentations of constructs for assignment will continue in class (worth15%)
February 16-20 – Reading Week
February 25 – Chapter 3 – Reliability and Chapter 4 – Validity
March 4 - Presentations of item content for assignment will begin in class (worth 15%) - reverse alphabetical order of students based on last name
March 11 Presentations of item content for assignment will continue in class (worth 15%)
March 18 – Chapter 7 – The Index
Presentations of item response options for assignment will begin in class (worth 10%) - order based on individual preferences
March 25 – Chapter 8 – Item Response Theory
Presentations of item response options for assignment will continue in class (worth 10%) - order based on individual preferences
April 1 – Chapter 6 – Factor Analysis
Flexibility Due Date: April 1 to April 8 = Complete written assignment is due (last possible time is April 8 at 11pm). Complete assignment is worth 30%
Final Exam (April 12-30), booked by Registrar’s Office, mix of multiple choice and short answer to assess textbook material and lectures (e.g., definitions), 2 hours - Worth 30%
8 Academic Integrity
Scholastic offences are taken seriously, and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
Statement on Use of Electronic Devices
Electronic devices will not be allowed during the final examination.
Plagiarism Detection Software
All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com.
Use of AI
The use of generative AI tools such as ChatGPT to produce written work is not permitted unless permission is granted by the instructor for specific circumstances. Any work submitted must be the work of the student in its entirety unless otherwise disclosed. When used, AI tools should be used ethically and responsibly, and students must cite or credit the tools used in line with the expectation to use AI as a tool to learn, not to produce content.
AI Policy for Psychology:
Responsible use of AI is allowed in Psychology. This includes using AI for brainstorming, improving grammar, or doing preliminary/background research on a topic.
AI is not to be used in place of critical thinking.
The misuse of AI undermines the academic values of this course. Relying on AI to create full drafts or fabricate sources is prohibited. You are ultimately responsible for any work submitted, so it is highly advised that you critically review your Generative AI output before incorporating this information into your assignments.
If you use AI, you must clearly explain its role in your work. All written assignments will require an AI Usage Statement, in which you will indicate what tools you have used, what you have used them for, and (broadly) how you have modified this information. Assignments without an AI Usage Statement will not be accepted.
Violations of this policy will be handled according to Western’s scholastic offense policies.
Multiple Choice Exams
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
9 Academic Accommodations and Accessible Education
View Western’s policy on academic accommodations for student with disabilities at this link.
Accessible Education provides supports and services to students with disabilities at Western.
If you think you may qualify for ongoing accommodation that will be recognized in all your courses, visit Accessible Education for more information. Email: aew@uwo.ca Phone: 519 661-2147
10 Absence & Academic Consideration
Academic Considerations: https://registrar.uwo.ca/academics/academic_considerations/index.html
11 Other Information
- Office of the Registrar: https://registrar.uwo.ca
- Student Development Services: sdc.uwo.ca
- Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
Students who are in emotional/mental distress should refer to Health and Wellness@Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you.
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf. Please first contact the course instructor. If your issue is not resolved, you may make your appeal in writing to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement
Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
