The course offers a thorough examination of personality theories, including trait, biological, humanistic, social-cognitive, behavioural and psychodynamic approaches. You will be introduced to, and are expected to become familiar with, a variety of methods and tests that are used to measure individual differences in personality and intelligence. Issues relating to the interpretation, reliability and validity of test scores are discussed.
|Learning materials – Online learning materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – On campus tutorial/workshop - 2 hours||2hrs||Week 1||13 times|
|Seminar – Refer to CANVAS for details||1hr||Week 1||Once Only|
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Understand and explain theories relating to the study of personality and psychological assessment (including ethical issues).||
|2||Analyse, synthesise, apply and critically evaluate information.||Creative and critical thinker|
|3||Develop writing skills, including referencing in APA style.||Empowered|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
PSY200 and PSY201
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
A workshop will be conducted early in the semester (week 3 or 4) where students can apply their knowledge of psychological testing to a scenario. This will help students to self-assess their knowledge of psychological testing principles.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|All||1||Examination - not Centrally Scheduled||Individual||25%||
|Week 6||Online Assignment Submission with plagiarism check|
|Week 12||Online Submission|
|All||3||Examination - Centrally Scheduled||Individual||40%||
|Exam Period||Exam Venue|
|All - Assessment Task 1:Mid-semester examination|
The purpose of the exam is to test your knowledge of course content.
|Product:||Examination - not Centrally Scheduled|
The 1.5 hr exam will occur in week 6. This is a open-book exam consisting mainly of short answer questions.
|All - Assessment Task 2:Major Lab Report|
The purpose of this report is to apply personality theory to other areas of psychological functioning.
The word limit for this report is 2000 words.You will write up the results from data collected in class in the form of a laboratory report. It is expected that you will generate their own research topic, hypotheses and conduct appropriate analyses (assistance will be provided in tutorials). For example, you may like to explore the relationship between personality and coping styles. Other examples and starting references will be provided in Week 1 on Canvas.
|All - Assessment Task 3:Examination|
The purpose of this assessment is to test your knowledge of the course content.
|Product:||Examination - Centrally Scheduled|
The two-hour exam will occur during the central examination period.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Robert J. Gregory||2015||Psychological Testing: History, Principles, and Applications, Global Edition||n/a||Pearson Higher Ed|
|Required||Howard S. Friedman,Miriam W. Schustack||2013||Personality: Pearson New International Edition||n/a||Pearson Higher Ed|
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range of 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct.
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email email@example.com.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or firstname.lastname@example.org.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
For more information on Academic Learning & Teaching categories including:
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.