EDF5571 · Advanced psychological assessment and diagnosis

Overview

In this unit, you will develop advanced knowledge and skills in the psychological and psychoeducational assessment of learning, cognition, and development across the lifespan. You will examine contemporary theoretical, developmental, psychometric, and contextual frameworks that underpin assessment practice in educational and developmental psychology. Through applied and case‑based learning, you will build competencies in assessment planning, administration, interpretation, diagnostic formulation, intervention planning, and professional communication. The unit focuses on the assessment of cognitive functioning, academic achievement, adaptive functioning, and the broader psychological, developmental, cultural, and systemic factors that influence learning and development. You will critically evaluate contemporary models of cognitive functioning, including Cattell–Horn–Carroll (CHC) theory, and develop the skills to integrate multi‑method assessment data within culturally responsive and ethically informed practice. You will also develop advanced competencies in the assessment and diagnosis of neurodevelopmental and learning‑related conditions, including Specific Learning Disorder, Intellectual Developmental Disorder, and Global Developmental Delay.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. critically examine and reflect upon the theoretical, developmental, and psychometric foundations underpinning psychological assessment of learning and cognitive functioning across the lifespan, including contemporary models such as Cattell–Horn–Carroll (CHC) theory
2. evaluate culturally responsive, ethical, and contextually informed assessment practices within contemporary Australian society, including culturally safe practices for working with Aboriginal and Torres Strait Islander peoples and diverse populations
3. demonstrate advanced competencies in the administration, interpretation, and integration of psychological and psychoeducational assessment data relating to cognitive functioning, adaptive behaviour, academic achievement, and associated developmental and contextual factors
4. apply advanced clinical reasoning and case conceptualisation skills to formulate evidence-based diagnostic conclusions, intervention recommendations, and collaborative support planning in educational settings
5. demonstrate effective and professional communication of assessment findings through advanced written and verbal communication tailored to diverse audiences, including clients, families, teachers, and health professionals.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. On campus enrolment • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study B. Flexible enrolment • 12 hours (2 day intensive) of scheduled learning delivered on campus via directed learning activities; • 12 hours of scheduled learning delivered online via synchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.