The teaching methodology of the subject is aimed at promoting decision-making skills, planning skills, autonomy and a critical attitude. The aim is for the student to be able to decide, according to the hypotheses formulated in the case, the procedure, the most appropriate forensic psychological evaluation and, finally, to culminate the evaluation process with the oral and written transmission (report) of the results. It is necessary for the student to be proactive in the search for information regarding the current state of the different instruments of forensic psychological evaluation.

The teaching methodology of this module can be divided into three blocks:

1. Directed teaching. This is structured in a compulsory attendance activity: Cycle of lectures, face-to-face modality, supported by multimedia technologies and carried out in large groups. The aim is for the student to be able to obtain the main theoretical concepts of the techniques within the field of forensic psychology. The duration of this activity will be a minimum of 36 hours for all students in the module.

2. Supervised Activity. This consists of problem-based learning (PBL), centred on the description of real cases in the classroom from which the aim is to encourage debate and the resolution of the case in the context of the forensic psychological techniques to be used. This activity will be used in conjunction with and during directed teaching.

3. Autonomous Activity. The student's autonomous work activities include, in addition to the study and bibliographic search, the reading of specialised or complementary content materials of special interest for the acquisition of the subject's competences.

The assessment of the course includes individual evidence of learning, in accordance with the assessment guidelines established by the Faculty of Psychology (https://www.uab.cat/doc/DOC_Pautes_Avaluacio_2026_2027). Four individual evidence-of-learning activities have been designed, each with a different weighting, allowing for continuous assessment.

Individual evidence of learning

Four evidence-of-learning activities have been designed:

1) Written case-study tests (EV1, EV2 and EV3)

These involve formative assessment through case analysis. At least three written tests will be carried out. These assessment activities consist of an in-person, multiple-choice written test held in the classroom, comprising five questions based on a forensic case related to a specific topic covered in the module during face-to-face teaching sessions.

The case study will be made available on Moodle before the corresponding seminar, so that students can work on and discuss it autonomously, both individually and in groups. The five multiple-choice questions will be answered during the final part of the class.

The total mark for these evidence-of-learning activities accounts for a maximum of 60% of the final mark for the module, with each of the three activities accounting for 20%. Feedback on these assessment activities will be provided in tutorial format in weeks 13 (EV1), 15 (EV2) and 20 (EV3).

2) Multiple-choice written test (EV4)

This is a compulsory online written multiple-choice test covering the 12 topics that make up the module. It will be held at the end of the semester, during the assigned assessment week.

The total mark for this evidence-of-learning activity accounts for a maximum of 40% of the final mark for the module. Feedback on this assessment activity will be provided in tutorial format in week 22 (EV4).

In order to obtain a final mark for the module or course, ranging from 0 to 10, students must have submitted all four proposed evidence-of-learning activities. The final mark for the module is calculated as follows:

Final mark = [(EV1 mark x 0.2) + (EV2 mark x 0.2) + (EV3 mark x 0.2) + (EV4 mark x 0.4)]

Each evidence-of-learning activity has the previously indicated weighted value.

Timing of the evidence-of-learning activities

Evidence-of-learning activities 1 to 3 will take place during weeks 14, 18 and 19, respectively. Evidence-of-learning activity 4 will take place in week 20. The dates of evidence-of-learning activities 1 to 3 may be modified according to unforeseen needs of the teaching programme, but not the date of evidence-of-learning activity 4.

Definition of an assessable student

A student who has completed all the proposed evidence-of-learning activities with a weighting equal to or greater than 4 points, or 40%, will be considered “assessable”.

Definition of passing the module/course

A student will have passed the course/module when they have completed all the proposed evidence-of-learning activities and obtained a minimum total score of 5 points in the continuous assessment, with a minimum score of 3.5 points or higher, on a scale from 0 to 10, in evidence-of-learning activities 1, 2 and 3.

If this requirement is not met, the maximum mark the student may obtain is 4.8 points, which corresponds to a fail. Students who do not submit all the evidence-of-learning activities will not pass the course/module, even if the overall mark is equal to or higher than 5.

Once the course/module has been passed, with a mark higher than 5, no systems may be established to improve the final grade.

Resit examination

Only students who have obtained a continuous assessment mark equal to or higher than 3.5 points but lower than 5 points may take the resit examination. In order to be eligible for this examination, students must previously have been assessed in a set of activities whose weighting is equivalent to at least two thirds of the total mark for the course/module.

This resit examination will consist of 40 written multiple-choice questions corresponding to the content taught in the 12 seminars that make up the module. The resit examination cannot be used to improve the mark if the student has already passed the course. The maximum overall mark that a student may obtain for the course after taking the resit examination is 5.

Students enrolled for the second time or subsequently are not expected to be assessed by means of a single synthesis test.

The possibility of a single assessment is not contemplated, insofar as EV1 to EV3 correspond to a formative assessment model based on problem-based learning (PBL) or challenge-based learning (CBL).