Critically discuss the historical and conceptual development of intelligence testing in psychology

The Dark Side of Psychology

Key dates and details

CW 1 – 3000 word Essay

Assessment Detail	Assessment Information
Assessment Type:	Essay
Assessment Weighting:	100%
Word count/Length:	3,000 words
Learning Outcomes:	1,2 and 3
Submission Method:	Turnitin
Submission Date:	12:00 Noon UK time: 20/5/25
Provisional Feedback Release Date:	12:00 Noon UK time: 12/6/25

Description of the assessment

The Dark Side of Psychology has one assessment component: a 3000-word essay (CW1).

For CW1, you select one essay title from a choice of four:

1. Critically discuss the historical and conceptual development of intelligence testing in psychology

2. Critically discuss the claim that psychological knowledge has historically represented the values of white, rich, western, heterosexual men

3. To what extent can psychology be charged with scientific sexism? Make reference to both historical and contemporary research and theory

4. Critically discuss mainstream and critical approaches to the historical development of psychology as a discipline

This piece of coursework assesses module learning outcomes 1, 2 and 3.

Learning Outcome 1 – Demonstrate a critical understanding of the historical development of psychological thought.

Learning Outcome 2 – Demonstrate a critical understanding of the epistemological basis of psychological knowledge.

Learning Outcome 3 – Demonstrate a critical understanding on the relationship between psychology and the wider social, political, historical and cultural context

Relationship to Programme Assessment Strategy

The assignment assesses specific module learning outcomes which are mapped against relevant programme learning outcomes to ensure you develop the requisite knowledge and skills in this area and across the programme. As a BPS accredited programme, the programme assessment strategy is designed to assess the breadth and depth of students` knowledge in the core areas of psychology according to the BPS Standards of Accreditation for Undergraduate (available on the programme pages). Assessments are also designed to assist you in developing a wide range of academic, subject-specific and generic transferable skills to underpin your professional development and future career progression in line with the BPS Standards.

Attributes and Skills

The skills and attributes developed during the module are identified below. Relevant material is provided on the module page, but appropriate sources of additional information and resources are suggested below.

	Skills	Links to useful resources
●	Critical thinking	This module will help students to develop their critical thinking skills. Here is a resource to read more about critical thinking: https://libguides.derby.ac.uk/critical-reading
●	Communication	This module will help students to communicate ideas and arguments to an academic audience in different formats. This will be addressed in the module but here are some resources to read more about communication: https://libguides.derby.ac.uk/writing-at-university https://libguides.derby.ac.uk/referencing https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
●	Collaboration	The module endorses collaboration and the concepts of working and thinking together. Through group work in seminars, you can develop your interpersonal skills alongside your own ideas and understanding further. This will be addressed in the module but here is a resource to read more about group work: https://libguides.derby.ac.uk/group-work
☐	Creative problem solving
●	Self-direction & planning	The module will provide guidance on managing your time to ensure that you successfully engage with materials, learning opportunities and assessment. complete the assignment on time. Here is a resource to read on time management, self-directed study and keeping focussed: https://libguides.derby.ac.uk/independent-learning
☐	Numeracy, statistics & financial literacy
●	Digital	The module will provide guidance on engaging with and enhancing your digital skills. You will need to use digital document writing software such as Microsoft Word or Google Docs. This resource useful information on how to use Word as well as other Office 365 applications https://libguides.derby.ac.uk/microsoft-office
☐	Resilience
☐	Adaptability
☐	Leadership & future thinking

Assessment Content

The lectures throughout the module will help you to engage with CW1 as it deals with the dark and hidden history of psychology. You will engage with lectures and seminar material that specifically addresses the essay titles for CW1.

Throughout the module, you will have assessment focused sessions for CW1, which happen in teaching weeks 4, 6, 8 and 10.

Assessment Rubric

The assessment rubric shows how you will be assessed. You will receive written feedback to help you understand the grade you receive. The feedback will address the strengths of your work (what you did well) and areas for improvement (aspects to work on) that will help for future assessments.

Assessment Guidelines 6PS559 – 3000 Word ESSAY (CW1)
	First class 70-100%	2.1 60-69 %	2.2 50- 59 %	3rd 40- 49 %	Marginal Fail 35-39 %	Fail 0 -34 %
Overall	An excellent essay, evidence of critical thought, creativity and understanding throughout. Excellent understanding of topic area and wider conceptual, historical and philosophical issues.	A very good essay, evidence of critical thought in places and understanding. Very good understanding of topic area and wider conceptual, historical and philosophical issues.	A good essay, which demonstrates good understanding and a good attempt at critical thought. Good understanding of topic area and wider conceptual, historical and philosophical issues.	A satisfactory essay, which demonstrates an appropriate level of understanding but limited critical thought. Satisfactory understanding of topic area and wider conceptual, historical and philosophical issues.	An unsatisfactory essay, which demonstrates a lack of understanding of topic area in places and wider conceptual, historical and philosophical issues.	An unsatisfactory essay, which demonstrates a lack of understanding of topic area throughout and of the wider conceptual, historical and philosophical issues.
Structure	An excellent structure involves a clear demarcation between ideas, concepts and arguments. There is a clear structure in the essay, such as introduction, main body and conclusion. Arguments are coherently and logically presented throughout and discussed in relation to each other where necessary.	A very good structure involves a demarcation between ideas, concepts and arguments in most places. There is largely a clear structure in the essay, such as introduction, main body and conclusion. Arguments are generally coherently and logically presented throughout and discussed in relation to each other where necessary.	A good structure involves some demarcation between ideas, concepts and arguments. There is a clear structure in places, such as introduction, main body and conclusion. Arguments are coherently and logically presented in some places and attempt to discuss these in relation to each other where necessary.	A satisfactory structure involves an attempt at demarcating ideas, concepts and arguments. There is some evidence of a structure in the essay, such as introduction, main body and conclusion. There is an attempt to present arguments in a coherent and logical manner. There is an attempt to discuss arguments in relation to each other where necessary.	A unsatisfactory structure involves a limited attempt to demarcate ideas, concepts and arguments. There is an attempt to provide structure in the essay, such as introduction, main body and conclusion. There is an attempt to present arguments coherently and logically but this is limited.	A unsatisfactory structure involves a very limited attempt to demarcate ideas, concepts and arguments. There is a lack of structure in the essay overall and attempt to present and link arguments logically and coherently.
Understanding of relevant theory and research	An excellent awareness of relevant theory and research on a psychological topic with critical insight throughout. There is evidence and links throughout on how the topic is situated in relation to the wider historical context and detail to relevant conceptual and philosophical issues and implication.	A very good awareness of relevant theory and research on a psychological topic with some critical insight. There is evidence and some links on how the topic is situated in relation to the wider historical context and relevant conceptual and philosophical issues	A good awareness of relevant theory and research on a psychological topic. There is attempt to situate arguments in relation to the wider historical context and consideration of relevant conceptual and philosophical issues.	A satisfactory awareness relevant theory and research on a psychological topic presented but limited critical thought and consideration of wider historical, conceptual and philosophical issues.	An unsatisfactory awareness and discussion of relevant theory and research on psychological topic. There may be some discussion of the literature but the relevance is not clearly presented.	An unsatisfactory awareness and discussion of relevant theory on a psychological topic. The arguments are limited in scope anda lack of awareness on how these relate to wider historical, conceptual and philosophical issues. There may be considerable misunderstandings too.
Demonstration of (critical) thinking	An excellent demonstration of critical thinking, which presents arguments coherently, shows links when necessary and considers the wider implication between theory, research, practice and context throughout. There may also be evidence of creativity in the construction and application of ideas.	A very good demonstration of critical thinking, which is evaluative in scope and demonstrates links between theory, research, practice and context where necessary.	A good demonstration of critical thinking with a good attempt in places of evaluative thought and links between theory, research, practice and context where necessary.	A satisfactory demonstration of critical thinking with an satisfactory attempt in places to explore links between theory, research, practice and context.	An unsatisfactory demonstration of critical thinking that involves misunderstandings and does not address the links between theory, research, practice and context.	An unsatisfactory demonstration of critical thinking that involves misunderstandings throughout and does not address the links between theory, research, practice and context.
Conclusion	An excellent conclusion, which provides a detailed account of the most relevant arguments developed in the main body. There is also evidence of critical thought throughout when discussing on how arguments links and wider implications	A very good conclusion, which provides a very good account of the most relevant arguments raised during the main body. There is also some evidence of critical thought when discussing how arguments link and the wider implications	A good conclusion, which provides a good account of the most relevant arguments raised during the main body. There is some evidence of an attempt at critical thought when discussing the wider implications	A satisfactory conclusion, which provides a coherent account of the arguments raised during the main body. There is some evidence of an attempt to discuss the wider implications but this is largely descriptive.

Critically discuss the historical and conceptual development of intelligence testing in psychology 2. Critically discuss the claim that psychological knowledge has historically represented the values of white, rich, western, heterosexual men