Week+3+Validity+and+reliability+in+diagnosis

=Week 3 Validity and reliability in Diagnosis =

Topic(s)

 * Validity and Reliability
 * Diagnostic approaches


 * Objective(s) **
 * **Students will __Understand__ how the concepts of validity and reliability apply to Psychological Diagnosis**
 * Students will be able to define Validity and reliability in Diagnosis
 * Students will be able to differentiate between both concepts.
 * ** Students will be able to __evaluate__ Validity and Reliability of a Clinical Case **
 * Students will assess the validity and/or reliability of a diagnosis their classmates have done of a case. (Short story)

**Activities / Strategies**
 * **Name** || **Level** || **Description -** ** Instructions ** || **Type** || **Handout / File** ||
 * Graphic organizer for notes || L-S || After reading about Reliability /Validity of diagnosis and Ethical Considerations, students will have to produce a graphic organizer with the information.


 * Differentiation:** For the Lower Achievers, it can be helpful to provide a handout that guides them to make sure they end up with the information the need in their notes. (they will use it later for o0ther purposes) || Individual ||  ||
 * Short Story || L-S-H || - The teacher will provide the students with a short story ("Saudade" by Ruy Feben or "Sólo vine a hablar por teléfono" by Gabriel García Marques)

- Depending on the time available, the students can read it for __Homework__ or do it in class, if they read it in class is advisable that you divide the text in pieces making it into a jigsaw activity (4 students read a piece of the story and later they tell each other about their parts)

- Students will underline anything that would constitute a symptom for a disorder. (Using knowledge from previous classes) ||  ||   ||


 * ~ Level Key ||
 * H . || Higher achiever ||
 * S || Standard achiever ||
 * L || Lower achiever ||


 * ~ Type Key ||
 * Individual . || Activity performed completely by the student himself. ||
 * Pairs || Acitivty performed in pairs to either to share, check or generate results. ||
 * Group || Activity performed in groups, strongly recommended in groups of 3 or 4 and assigned by the teacher. ||
 * Peer-Assess . || Activity that will be marked by peers. mark scheme should be provided before hand and explained. ||
 * Self Assess . || Activity that will be marked by one self. Mark scheme should be provided before hand and explained. ||

**Assessment**
 * **Name** || **Description** || **Link / File** || **Mark scheme** || **Example** ||

**Homework**
 * **Objective** ||  ||
 * **Outcome** ||  ||
 * **Instructions** ||  ||
 * **Example** ||  ||
 * **Link / File** ||  ||

**Resources**
 * **Name** || **Description** **/ Link** ||

**Cross- curricular links**
 * **Subject** || **Description** ||