Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2026

Applied Assessment I: Cognitive and Achievement Assessment (Face-to-Face)

PSY 6250-01

Course: PSY 6250-01
Credits: 4
Term: Fall Semester 2026
Department: Psychology
CRN: 30492

Course Description

This course teaches the skills of administration and scoring of major cognitive and achievement assessment instruments (i.e., WISC-V, WAIS-IV) in the context of recent theories and research. An overview of other tests will also be presented. The topic of Learning Disorders is introduced along with historical, conceptual and relevant clinical issues. The APA Ethics Codes and Professional Standards pertinent to testing and dissemination of test results will be discussed along with educational, employment, and social implications of assessment and the development of communication skills and appropriate interventions. Issues of assessing culturally and linguistically diverse individuals are integrated throughout the course (Fall, Spring) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only

Required Texts

  • Furr, R. M. (2021). Psychometrics: An Introduction (4th ed.). Sage Publications.
  • Sattler, J. M. (2025). Assessment with the WAIS-V. Jerome M. Sattler, Publisher.
  • Sattler, J. M., Dumont, R., & Coalson, D. (2016). Assessment of Children: WISC-V and WPPSI-IV. Jerome M. Sattler, Publisher.


Learning Outcomes

  • Know the socio-political and historical bases of psychological assessment
  • Apply psychometric concepts to intelligence tests through test selection, test evaluation, and test interpretation
  • Evidence proficiency in the administration and scoring of the Wechsler scales (WISC-V, WAIS-V) and standardized measures of academic achievement (WIAT-4, WRAT-5
  • Demonstrate proficiency in the administration of a semi-structured measure of adaptive behavior (Vineland-3 Interview Form)
  • Apply the scientific problem-solving model of psychological assessment to an analysis of referrals and use of tests
  • Evaluate structural, systemic, information-processing, and multiple explanations of intelligence
  • Describe the historical and conceptual context of Learning Disability and Intellectual Disability, and evaluate competing identification frameworks
  • Demonstrate proficiency in observational skills so that client test-taking behaviors are integrated with quantitative, content, and process information
  • Write psychological reports that communicate the results of the assessment in an accurate and clearly presented manner
  • Demonstrate developing proficiency in the assessment of linguistically and culturally diverse populations
  • Critically evaluate one’s own administration technique through structured review of recorded assessment sessions

Course Requirements

Attendance and Participation
Class discussion and in-class administration practice are the primary mechanisms of learning in this course; each student is expected to attend all class periods. If you will be unable to attend, contact the instructor as early as possible. Two or more unexcused absences may result in a lowered grade at the instructor’s discretion.

Test Administrations
Each student will complete seven individually administered assessments over the course of the semester. All individuals tested in this course are mock examinees: they are participating for the purpose of the student examiner’s training, and no clinical evaluation is being performed.

Mastery Criterion
Each student must submit at least one protocol free of major administration or scoring errors for each of three core instruments: the WAIS-V, the WISC-V, and the WIAT-4. Students who have not met this criterion within the required administrations will complete additional administrations until they do.

Self-Critique of Recorded Administration (2)
Because all administrations are recorded, students will complete two structured self-critiques of their own technique.
  1. Critique #1 (formative): Following the WAIS-V #1 peer administration, the student reviews their own recording against the structured checklist provided in class and writes a short analysis of standardized wording, verbatim recording, query decisions, timing, rapport, and materials management. Graded for depth of self-observation, not for performance quality.
  2. Critique #2 (summative): Following the mastery WISC-V administration, the student completes the same structured review and adds an explicit comparison to Critique #1: what changed, what did not, and what the student now notices that was not visible earlier in the semester.

Report Template and Brief Reports
Students will develop a report template for the Wechsler scales using original language, drawing on guidance provided in class. Students will then complete two brief single-instrument reports before attempting the integrated report.

Integrated Report
Each student will complete one integrated psychological report incorporating behavioral observations, a measure of intelligence (WAIS-V or WISC-V), a measure of academic achievement, and, where applicable, adaptive behavior data, culminating in a supported DSM-5-TR diagnostic formulation. Reports will be typed, double-spaced, and prepared in APA style. The integrated report is graded against the rubric in Appendix A and requires a minimum of 90% accuracy in scoring and interpretation.

Final Examination
The final examination is administered through Canvas and remotely proctored using Honorlock. The exam evaluates the student’s ability to synthesize course content and will include questions addressing theory, practice, and cross-cultural themes. This exam serves as a preparatory exercise for the comprehensive examination presentation.

Course Outline

  1. Testing vs. assessment; socio-political history of intelligence testing; APA Ethics Code Standard 9; the Standards; test security; examinee recruitment, consent, and VALT policy
  2. Theories of intelligence (g, CHC, alternative models); intelligence as a theoretical construct; construct validity
  3. WAIS-V: general administration guidelines, subtest overview, materials management; in-class kit lab
  4. WAIS-V administration and scoring: verbatim recording, querying, timing, reversal and discontinue rules
  5. Meaning and interpretation of test scores; reliability and measurement error; SEM, confidence intervals, index discrepancy base rates
  6. WAIS-V interpretation: index profiles, GAI vs. FSIQ, what is and is not interpretable
  7. Principles of report writing; behavioral observations; report template development
  8. WISC-V administration and scoring; developmental and rapport considerations with child mock examinees
  9. WISC-V interpretation; validity and the consequences of test use
  10. Standardized measures of academic achievement (WIAT-4, WRAT-5); adaptive behavior assessment and the Vineland-3 Interview Form
  11. Bias, fairness, and the assessment of culturally and linguistically diverse examinees; nonverbal assessment (Leiter-3 demonstration)
  12. Norming, group differences, and the adjudication of bias claims in measurement
  13. Learning Disorders and Intellectual Disability: history, conceptual models, competing identification frameworks; overview of other batteries (Stanford-Binet lineage, WJ V and CHC, WPPSI-IV)
  14. Integrating assessment data; case conceptualization; DSM-5-TR formulation; course wrap-up

Instructor's policies on late assignments and/or makeup work

In the event of a University-approved absence or a significant medical problem, contact the instructor prior to the due date to discuss making up a missed examination or deadline. Written documentation will be required. Family vacations, weddings, and similar events do not justify missing an assignment or examination.

Administration windows are deliberately generous to accommodate the scheduling difficulty of recruiting mock examinees and reserving clinic rooms. Because of this flexibility, extensions beyond the close of a window will be granted only for documented emergencies. Students who encounter difficulty recruiting a mock examinee should contact the instructor early rather than at the close of the window.

Attendance Policy

Students are expected to attend every scheduled class period and to be on time. Class absences are acceptable for the following reasons: 1) your own illness; 2) illness or health care needs of a family member; 3) travel for an academically-relevant event (e.g., conference attendance). Please inform the instructor of anticipated absences as soon as possible. If students must miss class because of personal illness or a family health care obligation, they must inform the instructor of their absence before class or as soon as possible thereafter. 

Course Fees

Not applicable

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Religious / Conscience Belief Accommodation

RELIGIOUS / CONSCIENCE BELIEF ACCOMMODATION: In accordance with SUU Policy 6.7 Student Belief Accommodation, students may request, in writing, that their faculty accommodate their sincerely held religious or conscience beliefs. Students should provide their faculty with sufficient advanced notice, if possible within the first five (5) business days of the semester or session, or thereafter with good cause for requesting an accommodation after the first five (5) business days.

Faculty must provide a schedule accommodation or excuse an absence, in any course, for students to observe or participate in religious holidays or an organized activity conducted under the auspices of the student’s religious tradition or religious organization.

In courses that are required for graduation or for an academic major, a faculty member may accommodate a religious or conscience belief by modifying an assignment or examination if its content conflicts with the student’s belief. Faculty may decline the accommodation if it would fundamentally alter the course requirements. If declined, the student may request review by a neutral arbiter using the Belief Accommodation Request Form: https://cm.maxient.com/reportingform.php?SouthernUtahUniv&layout_id=5

Questions go to Assistant Provost Jake Johnson at johnsonj@suu.edu.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.