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Home > Postgraduate study > Postgraduate courses > Psychology MSc

Psychology MSc

Why choose this course.

This conversion course is particularly suitable if you have insufficient credit in psychology from your first degree to meet BPS accreditation criteria. It covers all the key sub-disciplines of contemporary psychology and provides extensive training in research skills.

You will gain a broad understanding of psychology, learning to critically appraise psychological models, theories and methodologies. Teaching is in small groups and seminars, with practical research exercises and access to high quality laboratories. Through a dissertation, you will research an area of interest. In addition to the core modules, you will take either an optional Level 6 module in one of a variety of psychology specialisms, or the Level 7 placement module.

The Psychology MSc is a conversion course for graduates from disciplines other than psychology who wish to gain GBC (Graduate Basis for Chartered Membership). This is the first step for those who wish to work as a chartered psychologist in the UK. GBC ensures that a student has sufficient knowledge, understanding and experience of academic psychology before they apply for postgraduate professional training in areas such as clinical, occupational, educational or counselling psychology.

The MSc Psychology is also appropriate for psychology graduates who want to pursue postgraduate professional training in psychology, but whose undergraduate degree is not accredited by the British Psychological Society (BPS).

Reasons to choose Kingston University

• This course confers eligibility for the Graduate Basis for Chartered Membership (GBC). This is the first step towards becoming a chartered psychologist.
• You may gain relevant work experience. Current students had placements in nurseries, schools, mental health services, play therapy and charities for people with disabilities.
• This course enables you to convert your bachelor's degree into a Psychology MSc and take your first step towards a career as a psychologist.
• Kingston University's psychology team conducts internationally excellent research and has links with universities in the USA and Europe. Eminent psychologists regularly present their findings.

Accreditation

British Psychological Society

Graduates from this course are eligible to gain Graduate Basis for Chartered Membership (GBC) from the BPS. This is a necessary first step towards becoming a Chartered Psychologist. You would then take further training in a specific field of psychology, which could then lead to a career as a Chartered Psychologist in your chosen field, for example forensic psychology.

Kingston's Department of Psychology

Specialist careers support

You will take part in an Assessment Centre Experience, providing the opportunity to experience the pathway to employment with tailored feedback to help develop your employability skills for the world of graduate employment.

• Develop your understanding of the jobs market, including current trends and opportunities, different recruitment processes and how to identify relevant roles
• Receive personalised feedback reports to help you to improve and progress
• Access additional webinars on top tips, employer expectations and best practice

What you will study

You will cover all areas of Psychology required by the BPS. This will include extensive training in research skills and you will be encouraged to develop a critical and analytical approach to psychological models, theories and methodologies. You will conduct practical research exercises and produce a research-based dissertation in an area of psychology of interest to you (subject to supervisor availability).

Full time MSc

Part time msc.

You will study three core modules in addition to your dissertation: Cognition and Biological Psychology, The Person in Psychology, and Methods and Statistics for MSc Psychology. In addition, you will study one further optional module from the list below.

Core modules

Psychology dissertation.

The dissertation project will be based on a critical literature review addressing complex and contradictory evidence and will usually require carrying out an empirical study using one or more methodologies of data collection such as experiments, observation, psychometric testing, surveys and questionnaires, interviews and field studies. In all cases, the dissertation will involve the analysis of quantitative and/or qualitative data, as well as the presentation and critical evaluation of research findings. Through independent study and meetings with a project supervisor, the dissertation project will allow you to better understand the role of research methodologies, theoretical considerations and ethical issues in psychological research.

Methods and Statistics

This module is a core module in the MSc Child Psychology and MSc Psychology fields. The module introduces you to the essentials of psychological experimentation and to a range of analysis techniques making use of basic and more advanced (e.g. multivariate) methods. Both experimental and correlational methods are considered along with appropriate techniques of data analysis (e.g. analysis of variance and multiple regression). Both theoretical and practical aspects of experimentation are discussed. The laboratory workshops combine formal teaching with sessions involving hands-on activities. Core factual material is provided via Canvas with workshops being used to explain key concepts and techniques. The module provides an essential introduction to practical work in psychology, in particular for the MSc dissertation project.

The Person in Psychology

The content of the module will examine a broad range of key theories and empirical research in social, individual and developmental psychology. This core module will allow students to explore current theory and practice in psychology across range of topics that focuses on the person in psychology. In consideration of the social, individual, (human abilities and personality attributes) and developmental areas of enquiry, the scientific approach and the notion of measurement is fundamental. 

Cognition and Biological Psychology

This module provides a broad overview of the key areas that comprise contemporary cognitive psychology and looks at the relationship between physiology and behaviour. It includes memory, attention, language, reasoning, cognitive neuropsychology and introduces the principles of perceptual processes. The module also introduces the neuroanatomical structures and physiological functions that are considered important in regulating behaviour, and then moves on to examine in detail the ways in which such biological substrates contribute to specific psychological processes and behaviours. In addition the module will consider the ways in which various kinds of physiological dysfunction can impact on behaviour and cognition, and the biological bases of perception and motivation (e.g. eating). Topics and issues that are currently attracting considerable research interest will be explored in detail.

Optional modules (choose one)

Psychology of film and art.

"Creating new circuits in art means creating them in the brain too".

Gilles Deleuze

The aesthetic experience relates not only to natural beauty but also to works of art which can be seen as cultural manifestations of the human mind. For centuries artists have used a varied number of media—from pigments to pixels —to evoke a multitude of perceptions and sensory effects able to trigger powerful rational and emotional responses. Psychology of art and film is a young field of study and encompasses a multitude of branches of psychology. The module will broadly focus on the question: If beauty is in the eye of the beholder, what is it about the human experience that enables us to appreciate it? The focus will be on art in the form of paintings, films, photography and ‘installations'.

The module will be divided into three core areas:

• The ‘self‘: cognitive aspects modulating the aesthetic experience.
• The ‘environment': social and cultural aspects modulating the aesthetic experience.
• Workshops: include talks by invited artists/lecturers and independent visits to museums, galleries and cinemas.

Applications of Psychological Research

This module provides students with the opportunity to identify and address real-world issues that can benefit from research input by psychologists. Students will gain an appreciation of the challenges of conducting research in professional settings. They will gain 50 hours of work experience in a placement to identify and/or apply psychological research findings in a chosen context under the supervision of a workplace supervisor. In addition, 10 seminars will be held at the University where case studies and examples from current placements will be used to complement the learning objectives. Students will be required to contribute and draw examples of their experiences in their workplace and how this informs research in their specific placements. 

It is expected that students will arrange their own work placements; their suitability will be discussed and agreed upon with the module leader and/or the course director. In the absence of an external placement, students will be offered a work placement in the Department of Psychology. Here they will contribute to a current programme of research relevant to their studies.

The nature of the work will usually be determined in part by the focus of the postgraduate programme that a student is following. For example, students of child/developmental psychology may choose to collect data or implement research-led practice in local nurseries and schools; students of clinical psychology may evaluate the efficacy of procedures adopted by local rehabilitation services; and students on the Masters in Behavioural Decision Making are likely to choose a placement in organisation that monitors behavioural change.

Please note: where appropriate, students will need to ensure they have CRB checks in place and, if collecting data in the workplace, that appropriate ethical approvals are in place prior to collecting data.

The workplace activity is intended to extend students' independent research skills in relevant contexts as well as enhancing future employability.

Advanced Developmental Psychology

This is an optional module for Level 6 students who wish to expand their knowledge about child development. The module will cover a broad range of issues in developmental psychology including both examples of typical and atypical development, such as reading development and dyslexia, children's relationships and bullying, language in typical and atypical populations, sensory impairment, children's understanding of number and dyscalculia, children with Williams Syndrome, among other themes.

The module will involve a combination of keynote lectures, interactive lectures and guided independent study during which current theories, methodologies and research will be discussed and critically evaluated. In addition, transferable skills will be fostered through student-led interactive discussions and tasks.

Critical Social Psychology

This module explores the nature and origins of social knowledge and critically evaluates the basis for claims to 'absolute reality'. The module will be of interest to students who wish to examine contemporary beliefs and assumptions about the world on a range of political, philosophical, psychological and moral issues. In the second semester, earlier theoretical knowledge is applied to the study of collective memory (the memory of people across generations) – a foundational form of social knowledge involved in the construction of identity.

The study of social/collective memory raises some political issues. For example, in the aftermath of conflict, competing versions of the past are often a barrier to reconciliation. Understanding the nature and content of collective memory therefore becomes important.

You should have an interest in the history and politics of conflict including human rights although detailed historical knowledge is not a pre-requisite. Course material comprises film and television documentary, which will broaden and deepen existing knowledge of 20th century events.

Advanced Issues in the Psychology of Thinking

This module explores the psychology of higher cognitive processes, such as thinking, reasoning, judgement and decision-making. You will be encouraged to evaluate critically whether human thinking is rational, and the normative models with which that rationality is measured. The module will also introduce you to quantitative models of these processes as well as applications of cognitive psychology research, especially in terms of judgement and decision making in areas such as politics, sports, economics and health.

Psychology of Health and Well Being

The module will engage you with the main themes of contemporary health psychology and positive psychology with a particular focus on theory, research, intervention, and application. You will gain an understanding of the importance of psychological processes in the experience of health and illness, and explore the role of behaviour and emotion in current trends of mortality and morbidity. In addition, you will gain an understanding of the role of positive emotions, optimism, spirituality, flourishing relationships, and community engagement in promoting health, well-being, and happiness. You will also become aware of the crucial roles health psychology and positive psychology have to play in the development and evaluation of physical and psychological health promotion interventions.

Neuropsychology and Neuro-rehabilitation

There are two main streams in this module: Part I - Neuropsychology. The module will place a particular emphasis on understanding the effects of brain activity on cognitive and social aspects of human behaviour (and vice-versa ). In addition, the module will address the effects of brain injury and neurological impairments with a view to understand models of normal cognitive and social functioning. Video material will be used to illustrate clinical cases when available. Part II – Neuro-rehabilitation. The module will introduce you to modern techniques for the diagnosis of neurological disorders and their neuropsychiatric implications. Interventions for the treatment and management of neurological disorders will be evaluated. Your effort and engagement will be essential for a successful and rewarding experience. This will include active participation in lectures and the reading of the indicated material.

Psychotherapeutic Psychology and Mental Health: from Theory to Practice

This module examines how psychology is applied in psychotherapeutic work in mental health contexts. It is relevant to students who are interested in counselling psychology, clinical psychology, psychotherapy, counselling and/or in mental health service provision more generally.

The module begins with a consideration of how common forms of psychological distress and disorder are conceptualised within mainstream classification systems. After psychotherapeutic approaches are placed in historical context, the module considers the theory and practice of various psychotherapeutic approaches. Attention is given to how specific mental health issues can be addressed in therapy, how therapy can respond creatively and ethically to diversity issues, and how therapeutic impact or effectiveness might best be evaluated.

By completing this module, students will develop a critical understanding of the nature of psychotherapeutic practice and of some key aspects of its complexity and challenges. The module will consider the principles and challenges of psychotherapeutic practice but students will not engage in any form of psychotherapeutic practice during the module, nor will it qualify them to do so afterwards. However it will help inform students' decision-making about careers in the psychotherapeutic and mental health fields.

Part time students take 90 credits over seven months in the first year.

In the second year you will take a further 90 credits over 12 months, in which the dissertation is also undertaken plus one option module worth 30 credits.

Lectures take place on weekdays.

Year 1 core modules

Year 2 core module, optional modules (choose one module in year 2), please note.

Optional modules only run if there is enough demand. If we have an insufficient number of students interested in an optional module, that module will not be offered for this course.

Kingston School of Law, Social and Behavioural Sciences

The School offers courses in economics, sociology, law, psychology and criminology. Our degrees are underpinned by a vibrant research culture and delivered by a blend of practitioners and academics who are dedicated to equipping you with the employability skills to thrive in your career.

You will have a wealth of opportunities outside the classroom to further your learning and gain hands-on experience in your chosen field.

After you graduate

Many graduates from this conversion course continue their training and eventually become chartered psychologists. Careers include clinical, forensic, educational and occupational psychology, social work, counselling and teaching.

Entry requirements

Typical offer.

A 2:1 or above honours degree or equivalent in any discipline.

You must have GCSE or equivalent at grade C/grade 4 or above in mathematics.

Candidates with non-standard qualifications but with relevant experience are welcome to apply.

International

Please note: most students from countries outside the European Union/European Economic Area and classified as overseas fee paying, are not eligible to apply for part-time courses due to UK student visa regulations. For information on exceptions please visit the  UKCISA website  or email our  CAS and Visa Compliance team .

All non-UK applicants must meet our English language requirement, which is Academic IELTS of 6.5 overall with 7.0 in writing and at least 6.0 in all other elements. Make sure you read our full guidance about  English language requirements , which includes details of other qualifications we consider.

Applicants who do not meet the English language requirements could be eligible to join our  pre-sessional English language course .

Applicants from a recognised  majority English speaking countries (MESCs)  do not need to meet these requirements.

Country-specific information

You will find more information on country specific entry requirements in the International section of our website.

Find your country:

• Middle East

Teaching and assessment

Guided independent study (self-managed time).

When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.

Support for postgraduate students

As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's  support services . 

Your workload

11% of your time is spent in timetabled learning and teaching activity

Contact hours may vary depending on your modules.

• Scheduled learning and teaching: 172 hours
• Guided independent study (self-managed time): 1328 hours

Please note: the above breakdowns are a guide calculated on core modules only. Depending on optional modules chosen, this breakdown may change.

How you will be assessed

Assessment typically comprises exams (e.g. in-class tests, unseen examinations), practical assessments and coursework (e.g. essays, laboratory reports, dissertation). The approximate percentage for how you will be assessed on this course is as follows, though depends to some extent on the optional modules you choose:

• Coursework: 84%
• Practical: 8%

Feedback summary

We aim to provide feedback on assessments within 20 working days.

Your timetables

Each student receives a personalised timetable. This is usually available after you have completed your online enrolment, which is typically accessible one month before the start of your course.

Class sizes

You will be part of an intimate cohort of students which supports dedicated academic guidance and advice and gives you the opportunity to build a life-long network of colleagues. Some modules are common across other postgraduate programmes therefore you will be taught alongside students who are on these courses within the School.

There is no placement on the core MSc Psychology course, but it is possible for MSc Psychology students to select an optional postgraduate module from the wider psychology postgraduate programme where a placement is an integral part of the course.

If a module with a placement is selected, students spend time working in an organisation or can opt to work on an internal research project. Students usually choose a work placement that is local to them. Travel costs will vary, but if a student's placement required a peak time zone 1-6 student travelcard for one day per week for 10 weeks, the total travel cost would be around £200.

Who teaches this course?

You will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on this course. The team includes senior academics and professional practitioners with industry experience. The following group of staff members are currently involved in the delivery of different elements of this course. This pool is subject to change at any time within the academic year.

Dr Georgia Butler

Dr Simona Cantarella

Dr Katharine Clifford

Dr Fatima Maria Felisberti

Dr Giulia Galli

Dr Kristin Hanson

Dr Cristina Martinelli

Professor Ana Nikcevic

Dr Jess Prior

Dr Luiz Silva Souza

Professor Frederic Vallee-Tourangeau

Dr Mircea Zloteanu

Fees for this course, 2024/25 fees for this course, home 2024/25.

• MSc full time £10,900
• MSc part time £5,995

International 2024/25

• MSc full time £17,900
• MSc part time £9,845

2023/24 fees for this course

Home 2023/24.

• MSc full time £9,860
• MSc part time £5,423

International 2023/24

• MSc full time £16,200
• MSc part time £8,910

Tuition fee information for future course years

If you start your second year straight after Year 1, you will pay the same fee for both years.

If you take a break before starting your second year, or if you repeat modules from Year 1 in Year 2, the fee for your second year may increase.

Postgraduate loans

If you are a UK student, resident in England and are aged under the age of 60, you will be able to apply for a loan to study for a postgraduate degree. For more information, read the postgraduate loan information on the government's website .

Scholarships and bursaries

Kingston University offers a range of postgraduate scholarships, including:

• Inspire the Future scholarship
• Postgraduate scholarships for international students

If you are an international student, find out more about  scholarships and bursaries .

We also offer the following discounts for Kingston University alumni:

• Alumni discount
• Progression Scholarship

Additional costs

Depending on the programme of study, there may be extra costs that are not covered by tuition fees which students will need to consider when planning their studies. Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, access to shared IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan . You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residence. Free WiFi is available on each of the campuses. You may wish to purchase your own computer, which can cost from £100 to £3,000 depending on your course requirements.

Photocopying and printing

In the majority of cases written coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing, binding and photocopying costs are not included in your tuition fees, this may cost up to £100 per year.

Travel costs are not included in your tuition fees but we do have a free intersite bus service which links the campuses, Surbiton train station, Kingston-upon-Thames train station, Norbiton train station and halls of residence.

Course changes and regulations

The information on this page reflects the currently intended course structure and module details. To improve your student experience and the quality of your degree, we may review and change the material information of this course.  Course changes explained .

Programme Specifications for the course are published ahead of each academic year.

Regulations governing this course  can be found on our website.

Related courses

Clinical Applications of Psychology MSc

Forensic Psychology MSc

Occupational and Business Psychology MSc

Secondary Teaching leading to Qualified Teacher Status (QTS) PGCE Citizenship with Social Science

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Kingston University , Holmwood House, Grove Crescent, Kingston upon Thames KT1 2EE . Tel: +44 (0)20 8417 9000

Neal Kingston, Ph. D.

Neal Kingston, Ph.D., is a University Distinguished Professor in the department of Educational Psychology at the University of Kansas, in which he also serves as the Director of Graduate Studies and Director of the Achievement and Assessment Institute (AAI) . His research focuses on large-scale assessment, with particular emphasis on how it can better support student learning through the use of learning maps and diagnostic classification models. Current interests include games-based assessment, personalizing assessments to improve student engagement, and the creation of more agile test development approaches. Dr. Kingston has served as principal investigator or co-principal investigator for over 250 research grants. Of particular note was the Dynamic Learning Maps Alternate Assessment grant from the US Department of Education, which was at that time was the largest grant in KU history and which currently serves 23 state departments of education. Other important testing projects include the Kansas Assessment Program, Project Lead The Way, and Adaptive Reading Motivation Measures.

Dr. Kingston is known internationally for his work on large-scale assessment, formative assessment, and learning maps. He has served as a consultant or advisor for organizations such as the AT&T, College Board, Department of Defense Advisory Committee on Military Personnel Testing, Edvantia, General Equivalency Diploma (GED), Kaplan, King Fahd University of Petroleum and Minerals, Merrill Lynch, National Council on Disability, Qeyas (Saudi Arabian National Center for Assessment in Higher Education), the state of New Hampshire, the state of Utah, the U.S. Department of Education, and Western Governors University.

As Director of AAI, Dr. Kingston is responsible for the support of multiple research centers with about 400 year-round staff and about 150 temporary employees.

Curriculum Vitae (pdf)

Ph.D. Educational Measurement, Teachers College, Columbia University, New York, NY, 1983 M.Phil. Educational Measurement, Teachers College, Columbia University, New York, NY, 1983 M.Ed. Educational Measurement, Teachers College, Columbia University, New York, NY, 1978 M.A. Psychology in Education, Teachers College, Columbia University, New York, NY, 1977 B.A. Liberal Studies (concentrations in Biology & Education), State University of New York, Stony Brook, NY, 1974

Currently Dr. Kingston teaches a proseminar in research, evaluation, measurement, and statistics every semester and a course in meta-analysis the spring of even numbered years.

EPSY 812 – Meta-analysis, Broad Course Learning Goals

• Students will be able to conduct a comprehensive review of literature using electronic databases and backward and forward search techniques.
• Students will be able to calculate different kinds of effect sizes and transform among different effect size measures.
• Students will be able to code their data in ways that will illuminate variables not addressed explicitly in their primary research sources.
• Students will be able to compute statistics necessary for a fixed effect meta-analysis.
• Students will be able to compute statistics necessary for a random effects meta-analysis.
• Students will know under what circumstances it is appropriate to conduct a fixed effect and a random effects meta-analysis.
• Students will be able to make inferences about a field of research based on the heterogeneity of the set of effect sizes.
• Students will understand how statistical artifacts impact meta-analytic results, be able to determine if such artifacts are likely problematic in their data and be able to adjust for or otherwise address these issues.
• Students will be able to present meta-analytic results consistent with professional standards.

The field of education moves slowly. Theoretical improvements often take 30-50 years before wide-spread implementation. Often research-based practices are crowded out by the fad of the day, making the challenge of improving education even greater. Sub-disciplines within education far too often work in isolation. Simple solutions that do not address the complexity of individual students or the dynamics of a classroom at best have little impact and too often have a negative impact. Such has been the case in large-scale assessment where the use of assessment to drive curriculum and instruction has had numerous negative consequences. Coming to the University of Kansas gave me the opportunity to consider the fundamental issues of education from a broader perspective. As have many others before me, I had long realized that thinking about curriculum, instruction, and assessment needs to be integrated. However, few researchers attempted to develop models or theories to do this. I was impressed by the efforts of some, particularly the research trajectories of Susan Embretson and Kikumi Tatsuoka, but I remained frustrated regarding how incomplete this work was and how little impact it was having on federally mandated state assessment programs. This led me to develop three conference presentations in 2009 that served to focus my thinking. The first was presented at the National Council on Measurement in Education and was entitled, "What Have We Learned about the Structure of Learning from 30 Years of Research on Integrated Cognitive-Psychometric Models? Not Much." The second was presented at the American Educational Research Association Conference – The Efficacy of Formative Assessment: A Meta-Analysis. The third, presented at the National Conference on Student Assessment, was entitled, "Large-Scale Formative Assessment: Panacea, Transitional Tool, or Oxymoron." In 2010 an opportunity presented itself and allowed me to solidify my thinking. The US Department of Education issued a request for proposals to develop a large-scale assessment system for students with significant cognitive disabilities –the approximately one percent of students with the greatest learning challenges. It was clear to me that such an assessment system needed to do far more than measure learning – it needed to facilitate learning. I identified six features that needed to be present to do this. They are as follows:   1. Comprehensive fine-grained learning maps that guide instruction and assessment   2. A subset of particularly important nodes that serve as content standards to provide an organizational structure for teachers   3. Instructionally embedded assessments that reinforce the primacy of instruction   4. Instructionally relevant testlets that model good instruction and reinforce learning   5. Accessibility by design   6. Status and growth reporting that is readily actionable No one had ever tried to develop a learning environment in this way. Comprehensive fine-grained learning maps did not exist. The concept of instructionally relevant assessment previously was unnamed and in its infancy. Clearly much research – both basic and applied – was necessary and this has become the focus of my research. A closely related second area of research is assessment that supports the needs of learners who face educational or assessment challenges. This includes issues of test development and universal design and which have close ties to features 3-5 in the list above. I separate it as a research focus because it is also applicable to traditional testing programs.

• Large-scale assessment
• Computer-based testing
• Diagnostic classification modelling
• Learning maps
• Test development
• Score reporting
• Assessment of students with significant cognitive disabilities
• Assessment in higher education

Publications

The following are a few categories of recent publications (publications may appear in more than one list):

Assessments that support learning

• Kingston N.M., Alonzo A, Long H and Swinburne Romine R (2022) Editorial: The use of organized learning models in assessment. Front. Educ. 7:1009446. doi: 10.3389/feduc.2022.1009446
• Kingston, N.M., Hess, J., Cope, D., Romine, R.S. (2022). On Determining the Efficacy of Using Learning Maps as an Organizing Structure for Formative Assessment: Some Lessons Learned in Hong Jiao and Robert Lissitz (Eds.) Enhancing Effective Instruction and Learning Using Assessment Data. Charlotte, NC: Information Age Publishing
• Heritage, M. & Kingston, N.M. (2019). Classroom assessment and large-scale psychometrics: shall the twain meet? (a conversation with Margaret Heritage and Neal Kingston). Journal of Educational Measurement, 56(4), 670-685.
• Clark, A., Nash, B. Karvonen, M., & Kingston, N.M. (2017). Condensed Mastery Profile Method for Setting Standards for Diagnostic Assessment Systems. Educational Measurement: Issues and Practice. 36(4), 5–15.
• Kingston, N.M., Karvonen, M., Thompson, J.R., Wehmeyer, M.L., & Shogren, K.A. (2017). Fostering Inclusion of Students with Significant Cognitive Disabilities through the use of Learning Maps and Learning Map Based Assessments. Inclusion, 5(2), 110-120.
• Kingston, N.M. & Broaddus, A. (2017). The Use of Learning Map Systems to Support Formative Assessment in Mathematics. Education Sciences, 7 (41); doi:10.3390/educsci7010041.
• Kingston, N.M., Karvonen, M., Bechard, S., & Erickson, K. (2016). The Philosophical Underpinnings and Key Features of the Dynamic Learning Maps Alternate Assessment. Teachers College Record (Yearbook), 118(14). Retrieved September 1, 2016, from http://www.tcrecord.org ID Number: 140311.
• Popham, W. J., Berliner, D.C., Kingston, N., Fuhrman, S.H., Ladd, S.M., Charbonneau, J. & Chatterji, M. (2014). Can today's standardized tests yield instructionally useful data? Challenges, promises and the state of the art, Quality Assurance in Education, 22(4), 300-316.
• Bechard, S., Clark, A. K., Swinburne Romine, R., Karvonen, M., Kingston, N.M., & Erickson, K. (2019). Use of evidence-centered design to develop learning maps-based assessments. International Journal of Testing, 19:2, 188-205.

Students who face education or assessment challenges

• Karvonen, M., Kingston, N.M., Wehmeyer, M. & Thompson, W.J. (2020). New approaches to designing and administering inclusive assessments. Oxford Encyclopedia of Inclusive and Special Education.
• Wang, W., Kingston, N.M., Tiemann, G.C., Davis, M.H., Tonks, S., Hock, M. (2021). Applying evidence-centered design in the development of a multidimensional adaptive reading motivation measure. Educational Measurement: Issues and Practice, 40(4), 91-100. http://doi.org/10.1111/emip.12468
• Davis, M. H., Wang, W., Kingston, N., Hock, M., Tonks, S. M., & Tiemann, G. (2020). Computer Adaptive Measure of Reading Motivation. Research in Reading, 43(4), 434-453.
• Cho, H. & Kingston, N.M. (2013). Why IEP Teams Assign Low Performers with Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards. Journal of Special Education, 47, 162-174.
• Cho, H., Wehmeyer, M. & Kingston, N.M. (2013). Factors that Predict Elementary Educators’ Perceptions and Practice in Teaching Self-Determination. Psychology in the Schools, 50: 770-780.

Psychometric methods

• Wang, W., Chen, J., & Kingston, N. (2020). How well do simulation studies inform decisions about multistage testing? Journal of Applied Measurement, 21(3), 1-11.
• Pan, Q., Qin, L., & Kingston, N. (2020). Growth Modeling in a Diagnostic Classification Model (DCM) Framework–A Multivariate Longitudinal Diagnostic Classification Model.
• Wang, W. & Kingston, N.M. (2020). Using Bayesian Nonparametric Item Response Functions to Check Parametric Model Fit. Applied Psychological Measurement.
• Wang, W, & Kingston, N.M. (2019). Adaptive testing with the Hierarchical Item Response Theory Model. Applied Psychological Measurement, 43(1), 51-67.
• Embretson, S.E. & Kingston, N.M. (2018). Automatic Item Generation: A More Efficient Process for Developing Mathematics Achievement Items? Journal of Educational Measurement. 55(1), 112-131.
• Adjei, S., Selent, D., Heffernan, N., Pardos, Z., Broaddus, A., Kingston, N. (2014). Refining Learning Maps with Data Fitting Techniques: Searching for Better Fitting Learning Maps. In Pardos & Stamper (Eds.) The 2014 Proceedings of International Educational Data Mining Society.
• Gu, F., Little, T., & Kingston, N.M. (2013). Misestimation of Reliability Using Coefficient Alpha and Structural Equation Modeling when Assumptions of Tau-Equivalence and Uncorrelated Errors are Violated. Methodology, 9, 30-40.

The following are Neal Kingston's current and former students.

Current Students

Merve Akin Tas

After receiving my BA in Mathematics Education in Eskisehir, Turkey, I started my career as a math teacher in 2011. I received my master’s degree in Educational Psychology at Texas Tech University in 2017, where I also had more than 2 years of work experience in federally supported projects.

Fascinated by liberal arts curriculum in the United States, I first came to Pittsburgh from China for undergraduate studies in 2011. Also a believer in the power of education, I received a master’s degree from Teachers College, Columbia University.

Taylor Wilson

I’m a doctoral student in the Educational Psychology department (REMS track). My academic journey has been relatively unconventional; I hopped around several schools before finally settling in Lawrence, where I received a BS in Marketing and an MS in Journalism from KU. 

Derick Reid

Derick Reid, Ed.S., NCSP, is a doctoral student in Educational Psychology, REMS concentration, focusing on educational measurement, statistics, and policy studies. He obtained B.S., M.S., and Ed.S. degrees from Mississippi State University.

Former Students

Jessica Hess

I am a doctoral candidate in the Educational Psychology and Research program with an emphasis on Research, Evaluation, Measurement, and Statistics. Prior to coming to KU, I received a Bachelor of Arts degree in Psychology from Bethel University in Arden Hills, MN.

Erkan Hasan ATALMIS

I am associate professsor in the Measurement and Evaluation in Education program at Kahramanmaras Sutcu Imam University (KSU) in Turkey. Prior to coming to KSU, I earned PhD degree in Research, Evaluation, Measurement, and Statistics Program from University of Kansas, USA.

I am a psychometrician with Center for Accessible Teaching, Learning, and Assessment Systems at the University of Kansas. Prior to this current position, I was a program development associate at ACT, Inc., supporting content teams in item development.

I started my career as a classroom teacher and became interested in the use of assessment data to inform instruction, which led me to KU. I completed my MS and PhD in the Research, Evaluation, Measurement, and Statistics (REMS) track while working as a GRA on the Kansas Assessment Program and Dynamic Learning Maps projects.

After graduating from KU in 2013, and my first position was an assistant professor in quantitative psychology at McGill University. Currently, I am an assistant professor in the Educational Research and Evaluation (EDRE) program in the School of Education at Virginia Tech.

Hongling Lao

After getting a bachelor’s degree in psychology, I continued my MS and PhD study in the field of Research, Evaluation, Measurement, and Statistics (REMS) at the University of Kansas.

Qianqian Pan

I am currently a Post-doc research fellow at the University of Hong Kong. I received training in Research, Evaluation, Measurement, Statistics under the direction of Dr. Neal Kingston at the University of Kansas and received my Ph.D. in 2018.

Jake Thompson

I completed my PhD in the Research, Evaluation, Measurement, and Statistics (REMS) program at KU in 2018. During my time in the program, I worked as a graduate research assistant on the Dynamic Learning Maps Alternate Assessment.

Gail Tiemann

Currently, I am a research project manager at Accessible Teaching, Learning, and Assessment Systems (ATLAS) at KU. I primarily work with research and development projects in computer-based testing, including serving as co-principal investigator of our Innovations in Science Map, Assessment, and Report Technologies (I-SMART) project.

Wenhao Wang

I am currently a senior psychometrician with Center for Accessible Teaching, Learning, and Assessment Systems (ATLAS) at the University of Kansas. After graduating in 2012, I remained at KU and worked as an operational psychometrician.

Chunmei (Rose) Zheng

I was a graduate student in the Research, Evaluation, and Statistics (REMS) program at KU between 2008 and 2013. After graduation, I worked at Pearson-Always Learning for 6 years and I am currently a state psychometrician at New York State Department of Education.

Jessica Loughran

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Educational Psychology & Research Curriculum & Admission Requirements

Program structure, supervised college teaching experience, residency requirement, comprehensive examination, dissertation, graduate admission.

Applicants must have a bachelor’s degree in educational psychology & research or a closely related field with at least a 3.5 grade point average on a 4.0 scale. International applicants are strongly encouraged to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program. Applicants are welcome to contact one (or more) of the faculty members in the department prior to applying for the doctoral program, however it is not required.

Application Deadlines

Program curriculum.

Graduate students pursuing the Ph.D. in Educational Psychology and Research at KU will need to select a program area of emphasis in Development & Learning (D&L) or Research, Evaluation, Measurement, and Statistics (REMS). The student will work closely with an advisor to determine a plan of study. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities which may include presenting and/or publishing scholarly papers.

Course requirements

Development & learning (d&l) area of emphasis, human development and learning core (24 cr).

• EDUC 800 —Education as a Field of Study (3 CR)
• EPSY 800 —Development During Youth and Adulthood (3 CR)
• EPSY 802 —Child Development (3 CR)
• EPSY 807 —Theories and Research in Human Learning (3 CR)
• EPSY 818 —Social Development (3 CR) [can sub PSYC 825]
• EPSY 836 —Behavior & Systems Neuroscience (3 CR)
• EPSY 837 —Neuroscience of Achievement Motivation (3 CR)
• At least 1 course in professional development (e.g., college teaching, grant writing)

Research Skills (12 CR)

• EPSY 810 —General Linear Models (3 CR)
• EPSY 822 —Educational Scales, Questionnaires, & Sampling (3 CR)
• A course in qualitative methods (e.g., ELPS 871 , C&T 808 )
• One additional quantitative research course (e.g., EPSY 803 , EPSY 812 )
• [Note: Up to two relevant courses (6 CR) from the master’s degree can be used to satisfy research skills requirements]

Specialization Courses / Electives (12 CR)

• Students may use their specialization courses / electives to pursue topics of interest related to their study of human development and learning.
• EPSY 808 —Social Psychology (3 CR)
• EPSY 896 / 980 special topics courses (multiple can count if on different topics)
• PSYC 870 —Cognitive Development (3 CR)
• Any statistics / measurement course (e.g., EPSY 803 , EPSY 812 , PSYC 896 , STAT 823 )
• Other relevant courses as discussed with advisor

Please note, this is a potential plan of study. Please consult with your faculty advisor before enrolling.

additional requirements

Dissertation Defense: 3 credit hours

Research, Evaluation, Measurement, and Statistics (REMS) Area of Emphasis

Program courses.

• EPSY 800 Development during Youth and Adulthood
• EPSY 806 Issues in Human Growth and Development
• EPSY 807 Theories and Research in Human Learning
• EPSY 810 Regression and ANOVA: General Linear Models
• EPSY 811 Analysis of Variance
• EPSY 812 Meta-Analysis
• EPSY 816 Evaluating School Programs
• EPSY 902 Research Methodology in Education
• EPSY 822 Educational Scales, Questionnaires, and Sampling
• EPSY 921 Measurement Theory and Practice I
• EPSY 922 Measurement Theory and Practice II
• EPSY 926 Hierarchical Linear Modeling
• EPSY 999 Doctoral Dissertation

Admission & Curriculum Resources

The online application is designed to give you the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

Related Info:

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• Department Course List
• Graduate admission
• Tuition & costs
• Program Data
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Application Checklist

Ph.d. in educational psychology & research.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions

Transcripts

One official copy of academic transcripts from each college or university attended

English translation of transcripts

Official transcripts from an international university must include an English translation

Resume or CV

Statement of intent.

Please describe: 1) Why you are interested in this degree program, including what skills, competencies, and experiences you hope to gain in the program, 2) Your career goals and how this degree program relates to your career goals (that is, how you see this program preparing you to meet your career objectives), 3) Prior relevant educational, work, and research experiences, 4) One research topic or issue that you would like to pursue in this program, including the faculty member with whom you would like to work, if known.

Online letters of recommendation

Names and email addresses of persons to be asked to complete letters of recommendation who can provide a thorough evaluation of one’s abilities at the graduate level

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency

Financial document (international students only)

Required by U.S. government in order to issue the I-20 or DS-2019

Application fee

$65 for U.S. residents; $85 for international applicants.

Writing sample

A writing sample of your best academic work.

Program Faculty

Search type

University Wide

Faculty / School Portals

Celebrating 75 years of Psychology at Queen’s

Department of psychology.

The Queen's Psychology Department is home to 35 labs where faculty members conduct research in Cognitive Neuroscience, as well as Developmental, Social, and Clinical Psychology. Students have the opportunity to work alongside faculty researchers and graduate students, investigating topics such as sexuality, bullying, mood disorders, and infant cognition.

What are you interested in?

Undergraduate program.

The Psychology Department at Queen’s University provides internationally renowned research programs known for: the excellence and integrity of its faculty, students and training; the innovation and value of its research, scholarship, and skill development.

Graduate Programs

Developmental psychology studies.

The Child and Adolescent Development Group at Queen's University has several fun and interactive studies that are looking for children of all ages to participate.