Class record · APSY · LSOE

APSY 7465

Psychological Testing · 9 instructors on record · 20 sections

What the course score is made of

78BC evaluations20 records · weight ×1.0 · Fall 2021 – Spring 2026

—Student reviewsno reviews — does not contribute

—RateMyProfessorsno ratings — does not contribute

That is the class itself, averaged across everyone who taught it. Who taught it, and how each of them scored, is the board below — that is what a student picking a section is actually choosing between.

What the challenge rank is made of

14thMore challenging than 14% of BC classesranked against every one we hold

83BC — “Intellectually Challenging”20 records · raw score out of 100

Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.

What the workload rank is made of

28thMore work than 28% of BC classesranked against every one we hold

44BC — “Workload”20 records · raw score out of 100

Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.

Introduces psychometric theory, selection, and use of standardized aptitude, ability, achievement, interest, and personality tests in the counseling process from a social justice perspective. Includes measurement concepts essential to test interpretation, and experience in evaluating strengths, weaknesses, and biases of various testing instruments. Students will gain laboratory experience in administration, scoring, and interpretation of psychological tests. Spring enrollment Sections 1 & 2.Restricted to MHC students. SC students should not enroll in Sections 1 or 2Spring enrollment Section 5.Restricted to SC students and by instructor permission for MHC students interested in working with youth

The board

9 instructors · ranked on this class onlyCompare the top 3

Scores are real averages. The order also accounts for how many records back each one — the count is under every score — so one perfect review does not outrank a semester of them. 1 of the 9 rows carry a mark saying so.

Rank	Instructor	Overall	Workload	Challenge
1	Maria TheodorakakisCounseling, Developmental, and Educational Psychology	974 records	30th	62nd
2	Shalini SivathasanCounseling, Developmental, and Educational Psychology Provisional	962 records	39th	55th
3	Jennifer Lipton-O'connorCounseling, Developmental, and Educational Psychology Provisional	892 records	—	—
4	Alyse DiluzioCounseling, Developmental, and Educational Psychology Provisional	861 record	25th	36th
5	Alex PieterseCounseling, Developmental, and Educational Psychology	843 records	25th	3rd
6	Maureen KennyCounseling, Developmental, and Educational Psychology	823 records	25th	17th
7	Linda KellyCounseling, Developmental, and Educational Psychology Provisional	711 record	25th	9th
8	Katie Randall-SungarCounseling, Developmental, and Educational Psychology Provisional fewer records	651 record	25th	1st
9	Paul WhiteCounseling, Developmental, and Educational Psychology	703 records	39th	2nd

How this board is orderedPositions account for how many records stand behind each number, so one perfect review does not outrank a semester of them. Every score shown is the real average — only the ordering is adjusted. The comparison here is the class itself: a thin record is read against how this class was rated overall, not against the university.

Every instructor with an evaluation record for this class is on this board — it is not a top ten, and nothing is hidden behind a “show more”. Overall is the instructor's blended score for THIS class only, and its one contributing source is Boston College's evaluations for the sections in the row's record count — nothing on this board is an average across the other things they teach. Workload and Challenge are RANKS against every class we hold, not scores: BC's questions all sit near the top of the 1-5 scale, so a raw number would put almost every row in the high eighties and tell you nothing. Challenge is BC's “intellectually challenging” item, which students answer positively about courses that stretched them — it is not a measure of difficulty or grading. Neither column is ever marked better or worse. 5 of 9 rows are marked provisional: fewer than 3 records stand behind the number. That is thin evidence, not a bad instructor — the record count is in every row.

The line

All 13 items · means across 20 records

The Professor4 items

Clearly Explains MaterialThe instructor was effective at creating an understanding of difficult subject matter.

9026th pctl

Available Outside of ClassThe instructor was available for help outside of class.

9131st pctl

Brings Out Your Best WorkThe instructor motivated me to do my best work.

8822nd pctl

Sparked My InterestThe course stimulated my interest in the subject matter.

8817th pctl

The Course3 items

Well-Organized CourseThe course was well organized.

8522nd pctl

Clear Learning GoalsThe learning objectives for the course were clear.

8724th pctl

Useful Beyond the CourseWhat I learned is applicable beyond this course.

8615th pctl

Assignments & Feedback3 items

Assignments Help You LearnAssignments and exams contributed to my learning.

8519th pctl

Gives Feedback PromptlyI received feedback on my work in a timely manner.

8625th pctl

Meaningful FeedbackThe feedback I received on my work was meaningful.

8728th pctl

Workload, difficulty & attendanceNot ratings

WorkloadHow much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.

4428th pctl

Intellectually ChallengingThe course was intellectually challenging.

8314th pctl

Attendance MattersAttending class was necessary to do well in this course.

8214th pctl

Bar length is the rank against every comparable record we hold, not the raw score: BC's questions all have a median around 4.5, so a raw-scale bar would be nearly full on every row and would tell you nothing. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.

Game log

20 sections · newest first

Instructor	Term	Sec	Instr	Course	Work
Jennifer Lipton-O'connor	Spring 2026	01	95	95	—
Jennifer Lipton-O'connor	Spring 2026	02	84	87	—
Maria Theodorakakis	Spring 2026	05	96	91	60
Paul White	Fall 2025	01	84	78	60
Shalini Sivathasan	Fall 2025	02	99	80	60
Linda Kelly	Spring 2025	01	71	69	40
Alex Pieterse	Spring 2025	02	83	74	—
Shalini Sivathasan	Spring 2025	05	93	82	40
Paul White	Fall 2024	01	53	46	40
Paul White	Fall 2024	02	72	68	—
Alyse Diluzio	Spring 2024	01	86	85	40
Maria Theodorakakis	Spring 2024	01	96	85	40
Katie Randall-Sungar	Spring 2024	02	65	58	40
Alex Pieterse	Fall 2023	02	89	75	—
Maria Theodorakakis	Spring 2023	01	96	91	—
Alex Pieterse	Spring 2023	02	81	72	40
Maureen Kenny	Fall 2022	01	84	70	40
Maria Theodorakakis	Spring 2022	01	98	95	40
Maureen Kenny	Spring 2022	02	88	78	40
Maureen Kenny	Fall 2021	01	75	75	40

How to read this boardInstructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.