Syllabus Entrance
Printer Friendly
Email Syllabus

PS 302 Tests & Measurements
Shirley, Cheryl L.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 302 Tests and Measurements

Semester

S2T 2008 DLB

Faculty

Cheryl L. Shirley

Title

Senior Online Instructor

Degrees/Certificates

Ph. D. - Clinical Psychology - Pacific Graduate School of Psychology
M. S. - Clinical Psychology - Pacific Graduate School of Psychology
M. Ed. - Counseling and Personnel Services - University of Maryland

Office Location

St. Robert, Missouri (Ft. Leonard Wood Campus)

Office Hours

Monday & Wednesday, 10:00 a.m. to 2:00 p.m.

Daytime Phone

(573) 855-3732 (CST)

Other Phone

Fax #: (573) 336-2928

E-Mail

Cheryl.Shirley@pirate.park.edu

Semester Dates

03/17/2008 to 05/11/2008

Class Days

Online

Class Time

Open Access

Prerequisites

PS 101

Credit Hours

3


Textbook:

Required:

Kaplan, R. M. and Saccuzzo, D. P. (2005). Psychological testing: Principles, applications, and issues (6th ed.). Thomson/Wadsworth, ISBN 0-534-63306-4.

Highly Recommended Supplement:

Nicolai, K. (2005). Student workbook for psychological testing: Principles, applications and issues. Thomson/Wadsworth, ISBN 0-534-63308-0

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:

An introduction to the uses of psychological tests and to the techniques of test construction and evaluation. Topics include: a survey of common tests in the areas of general classification, differential testing of abilities, and measurement of personality characteristics. Pre-requisite: PS 101. 3:0:3

 

 

Educational Philosophy:


My teaching philosophy is quite simple--I will provide you with the "keys" that unlock the doors of knowledge in the area of tests and measurements. In return, I hold you responsible to use these keys to increase your understanding of how psychology uses the methods of testing and measurement to assess individual differences in abilities, aptitudes, achievements, characteristics,
and traits.
 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify key features related to test construction and standardization.
  2. Critically analyze the use of self-report inventories.
  3. Distinguish between the various types of test reliability and validity.
  4. Evaluate the legal, ethical, and professional issues related to test usage.
  5. Identify the properties and applications of personality and intelligence tests.


Core Assessment:

Test Review and Critique

Using empirical references as the basis of your review, research either a standardized personality, intelligence or educational test and complete a summary critique/report. The review should include: general information about the test including title, author and publisher; a description of the test content, purpose, structure, administration and scoring guidelines; an evaluation of the reliability and validity of the test; a critique of the strengths and weaknesses of using the test in an applied setting; and an analysis of the multicultural application of the test.
 Requirements:
  • Utilizes a minimum of 8 references; 5 of these references must be empirical, peer-reviewed, research articles.
  • Information must be organized, presented and referenced using APA style.
  • Test review should be approximately 10 pages (plus title and reference pages).

Link to Class Rubric

Class Assessment:

Each student is responsible for:

  • Completing weekly reading assignments
  • Completing weekly homework assignments
  • Completing weekly mastery questions  
  • Participating in weekly online class discussions
  • Participating in a group controversial issues presentation
  • Completing two integrative assignments 
  • Completing the core assessment
  • Completing a proctored final examination  

 Proctored Final Examination - A computerized examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country, or at an approved alternate location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 

Other Information on proctored exams:

  • It is the student's responsibility to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
  • Approval of proctors is at the sole discretion of the online instructor. 
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
  • Failure to take a final proctored exam will result in an automatic course grade of "F". 

Grading:

 
Y
ou will be able to track your grade throughout the term. Grades will be determined by your performance on a final examination, two (2) integrative assignments, weekly homework assignments, a group controversial issues presentation, mastery questions, and participation in online class discussions. Points will be assigned as follows:
 
Final Exam (Week 8) 100 points
Integrative Assignments (Weeks 3 & 7)                            40 points (total)
Core Assessment (Week 6) 100 points

Weekly Homework Assignments

  80 points
Weekly Mastery Questions   80 points
Group Controversial Issues Debates and Responses (Weeks 4-6)
  20 points
Participation in Online Discussions   80 points
Total  500 points

Final course grades will be determined as follows:

A 90% - 100% 448 points and higher
B 80% - 89% 398 – 447 points
C 70% - 79% 348 – 397 points
D 60% - 69% 298 – 347 points
F 59% and lower 297 points and lower

Late Submission of Course Materials:


Policy for Submission of Assignments:
All assignments must be submitted via the dropbox as Word or Rich Text Format (RTF) attachments. I do not accept assignments that are e-mailed to me or submitted in an unapproved format.

Policy for Submission of Late Assignments: You have one week after the due date to submit late work. Typically, late work will receive only half of the available points.

Students are responsible for clicking on the link below and thoroughly reading each online course policy.  If you have questions about any of these policies, please contact me for clarification.

Online Course Policies

Classroom Rules of Conduct:


I expect everyone to share the responsibility for our learning process. To accomplish this task, we will honor everyone's right to express their own informed opinions. We will engage in several explorations, discussions, and debates throughout this term, and we will not always embrace the same position on many controversial issues. So, in the final analysis, we will agree to simply disagree, and do so with mutual respect.

Course Topic/Dates/Assignments:

The following overview provides some guidelines to assist you in planning your coursework and scheduling the major learning activities in this course:

Week

Readings

Activities

Week 1 Chapters 1 and 2
  • Personal introduction
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
Week 2 Chapters 3, 4 and 5
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
Week 3 Chapters 6, 7 and 8
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Integration Assignment #1
Week 4 Chapters 9 and 10
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Controversial Issues Debate (assigned group only)
  • Response to Controversial Issues Debate (ALL students) 
Week 5 Chapters 11 and 12
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Controversial Issues Debate (assigned group only)
  • Response to Controversial Issues Debate (ALL students
Week 6 Chapters 13, 14 and 16
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Controversial Issues Debate (assigned group only)
  • Response to Controversial Issues Debate (ALL students) 
  • Core Assessment
Week 7 Chapters 18 and 20
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Integration Assignment #2
Week 8 Chapters 19 and 21
  • Discussion activity with peer responses
  • Homework
  • Mastery quiz
  • Bonus Activity (optional)
  • Final Exam

As you can see, there are several major projects in addition to the regular weekly assignments and the final exam. There are two Integration Assignments, a Controversial Issues Debate and the Core Assessment. For more specific information on these projects, see the relevant links found under the Course Home.  

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86
Definitions

Academic dishonesty includes committing or the attempt to commit cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the students.

Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, laboratory reports, exercises, projects, or class assignments which are intended to be individually completed.  Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct.

Plagiarism involves the use of quotation without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignments (any portion of such) prepared by another person, or incorrect paraphrasing.

Falsifying academic records includes, but is not limited to, altering grades or other academic records.

Other acts that constitute academic dishonesty include:

Stealing, manipulating, or interfering with an academic work of another student or faculty member.

Collusion with other students on work to be completed by one student.

Lying to or deceiving a faculty member.

Procedure

In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to an Online Academic Director who will then investigate the charge.  Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park University.  Park University's academic honesty policy and related procedures can be found in full in the 2004-2005 Park University Undergraduate and Graduate Catalogs.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Identifies and incorporates 9 or more references;  at least 6 of references are empirical, peer-reviewed research articles that directly address the test critique.

 
Identifies and incorporates 8 references; 5 of the 8 must be empirical, peer-reviewed research articles that are appropriate and relevant to the test review and critique.

 
Utilizes 7 or fewer references OR fails to utilize a minimum of 5 empirical, peer-reviewed research articles OR research articles are inappropriate for addressing the test critique.

 
No references or empirical basis for paper.

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Student provides a thorough review of the test that extends beyond the basic required components to include additional information about the nature or properties of the test.

 
Student provides an appropriate review of the test including title, author, publisher, description of test content, purpose, structure, administration and score guidelines.

 
Student inaccurate in their review of basic test information OR missing 1 or 2 of the following components: title, author, publisher, description, purpose, structure, administration, score guidelines.

 
Fails to provide 3 or more of the required components of basic test information.

 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Student goes beyond a summary of the reliability and validity data to provide a meaningful interpretation of the statistical evidence.



 
Demonstrates a basic understanding of the statistical evidence supporting the reliability and validity of the test.

 
Student is inaccurate in their explanation of the statistical information OR fails to provide information on both reliability and validity.

 
No mention of reliability or validity evidence.

 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Student accurately and consistenly utilizes appropriate psychometric concepts that demonstrate a clear understanding of terminology.



 
Student accurately utilizes psychometric terminology to review the test.

 
Student utilizes psychometric terminology inaccurately OR fails to consistently use psychometric terminology.

 
Utilizes no psychometric terminology.

 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Student selects a standardized test that has adequate statistical and empirical support; avoids tests that are considered marginal or trivial. Student selects an appropriate standardized personality, intelligence, or educational test to review.

 
Student selects a standardized test targeting areas other than personality, intelligence and education OR student fails to select a standardized test.

 
Fails to select and use one test as the basis of the review.

 
Application                                                                                                                                                                                                                                                
Outcomes
1, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student goes beyond the information presented in the literature to draw original, accurate conclusions about the strengths and weaknesses of using the test in contemporary settings.

 
Demonstrates a clear understanding of the strengths and weaknesses of using the test in an applied setting.

 
Student mentions either strengths or weaknesses, but not both OR inaccurately reports on strengths and weaknesses OR fails to relate strengths and weaknesses to an applied setting.

 
No mention of strengths and weaknesses in an applied setting.

 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Student utilizes APA style throughout paper with fewer than 3 errors.

 
Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.



 
Student utilizes APA style but has 7 or more errors.

 
Student fails to use APA style.

 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Body of test review is 12 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

 
Body of test review is 9-11 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

 
Body of test review is 6-8 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) OR missing title/reference page

 
Body of test review is fewer than 5 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

 
Cultural Insight                                                                                                                                                                                                                                           
Outcomes
1, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student provides insight beyond what is presented in the literature in examining the multicultural implications, findings and/or significance; highlights awareness of cultural biases in testing.

 
Student accurately summarizes the available evidence concerning cultural biases in test usage.

 
Student mentions multicultural implications but fails to elaborate on the implications, findings and/or significance OR student fails to show an accurate understanding of multicultural issues in testing.

 
No mention of multicultural issues, implications or findings.

 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:3/3/2008 12:23:21 PM