Curricular Unit:Code:
Construction and Validation of Instruments1023CVI
Year:Level:Course:Credits:
3UndergraduateSpeech Therapy4 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese/English52
Learning Outcomes of the Curricular Unit:
a) Students must demonstrate knowledge and understanding in Instruments’ Construction and Validation that is typically at a level supported by advanced textbooks;
b) Students must apply their knowledge and understanding in a manner that indicates a professional approach to their work in Instruments’ Construction and Validation;
c) Students must have the ability to gather and interpret relevant data (usually in Instruments’ Construction and Validation) to inform judgments that include reflection on relevant social, scientific or ethical issues;
d) Students must be able to communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences.
Syllabus:
P: 1. Construction of measuring instruments:
1.1 Types of measuring instruments
1.2 Types of questions and answers
1.3 Ways of applying measurement instruments
1.4 Ways of collecting and recording data
1.5 Care to be taken in the preparation of measurement instruments
T: 2. Adaptation and validation of assessment instruments.
2.1. Process steps.
2.2. Psychometric properties.
2.2.1. Validity and its types.
2.2.2. Fidelity and its types.
2.2.3. Sensitivity.
2.3. Other characteristics recommended in the health assessment.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
a) Develop knowledge and understanding capacity on Construction (1.1., 1.2., 1.3,1.4, 1.5) and Validation (2.1; 2.2; 2.3) of Instruments at a level that corresponds to and is supported in advanced textbooks;
b) Know how to apply the knowledge and comprehension skills acquired, in order to evidence a professional approach to the work developed in the area of Construction and Validation of Instruments: points 1 and 2;
c) Show the ability to collect, select and interpret relevant information, particularly in the field of Construction (1.1,1.2,1.3,1.3, 1.4, 1.5) and Validation (2.1; 2.2; 2.3) of Instruments, which enables the recommended solutions and judgments issued, including in the analysis the relevant scientific and ethical social aspects;
d) Develop skills to communicate information, ideas, problems and solutions, both to audiences made up of experts and non-specialists (2.1, 2.2, 2.3).
Teaching Methodologies (Including Evaluation):
In the course of contact hours, the methodologies of exhibition, demonstrative, participatory and active teaching are privileged:
- presentation of the themes in the classes, requesting the intervention of students through questions;
- prior indication of bibliography and its discussion, stimulating articulation with previous knowledge and experiences of students;
- training of competences at the level of bibliographic research and scientific research;
- oral and written presentation by pupils (followed by clarifications where necessary; cf. TPC);
Non-contact hours are dedicated to the student's self-employed work.
Continuous evaluation: oral theoretical exam to verify knowledge related to instrument validation (component T; 50% of the final grade), individual work of construction and application of a questionnaire related to speech therapy (30% of the final grade) and active and assertive participation in the activities proposed during contact hours (20% of the final grade).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
T:- Students must demonstrate knowledge and understanding in Instruments’ Construction and Validation that is typically at a level supported by advanced textbooks: Expositive, Demonstrative and Participative; - Students must apply their knowledge and understanding in a manner that indicates a professional approach to their work in Instruments’ Construction and Validation: Expositive, Demonstrative, Participative, and Active; - Students must have the ability to gather and interpret relevant data (usually in Instruments’ Construction and Validation) to inform judgments that include reflection on relevant social, scientific or ethical issues: Expositive, Demonstrative, Participative, and Active; - Students must be able to communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences: Expositive, Demonstrative, Participative, and Active.
Reading:
Artigos científicos seleccionados.
Almeida, L. S., & Freire, T. (2008). Metodologia da investigação em psicologia e educação (5ª ed.). Braga: Psiquilíbrios.
Cooper, H. (Ed.). (2012). APA handbook of research methods in psychology. Vol. I - Foundations, planning, measures, and psychometrics. Washington: American Psychological Association.
Ribeiro, J. L. P. (2010). Metodologia de investigação em psicologia e saúde (3ª ed.). Porto: Legis/Livpsic.