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PS 302 Tests and Measurements
Enloe, Joseph Mark


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

F2AA 2006 LC

Faculty

Enloe, Joseph Mark

Title

Senior Instructor

Degrees/Certificates

BSOE in Occupational Education
Master of Science in School Psychology
Licensed Specialist in School Psychology

Office Location

Classroom

Office Hours

15 minutes after class.

Daytime Phone

210-289-7343

E-Mail

Joseph.Enloe@park.edu

Jenloe3@satx.rr.com

Semester Dates

23 October thru 17 Dec 2006

Class Days

--T-R--

Class Time

7:30 - 10:10 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:

Psychological Testing, 6th ed., Kaplan

Thomson & Wadsworth publishers (7/2004)

Textbooks can be purchased through the MBS bookstore

Additional Resources:

The internet

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/.


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. PREREQUISITE: PS 101. 3:0:3

Educational Philosophy:

The instructor's educational philosophy is one of interactiveness based on readings, dialogues, examinations, internet, special projects, in class projects and writings. The instructor will engage each learner in critical thinking situations to encourage the lively exploration of ideas, issues, and contradictions.

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:

·        Class participation


·        Exams


·        Achievement test project


·        Application paper


·        Chapter questions

·        Test report

Link to Class Rubric

Class Assessment:

1.  Midterm Exam: November 16th (4th week) – Chapters 1- 10 and Class Lectures.

   

     Final Exam:  December 14th (8th week) – Chapters 11-21 and class lectures.     

Both exams may be all of one of the following or a combination of each: multiple choice, matching, and essay questions. Each test will count as 20% of your grade [40% total (20 points for each test)].

 

2. Test Construction: Each student is required to construct 20 questions. One of your chapters covers test design and you are expected to comply with the guidelines of this chapter. You will be graded on proper test construction as well as completion of the assignment. Each question will be multiple choice and have 4 options for answers. Each student will be assigned a specific chapter(s) (depending on the number of students in class). The first 10 questions are due NLT Tuesday, November 2nd. The second ten questions will be due NLT Tuesday, November 21st.  This project is worth 20% of your grade (1 point per question).

Grading:

The final course grade will be determined using the following measurements.

100-90

 A (4.0 honor points)

 

Core Assessment

40%

89-80

 B (3.0 honor points)

 

Test Construction

20%

79-70

 C (2.0 honor points)

 

Midterm Examination

20%

69-60

 D (1.0 honor point)

 

Final Examination

20%

Below 60

 F (no honor points)

 

Late Submission of Course Materials:
Make-up and/or late submission of exams, quizzes, and assignments must be coordinated with the instructor. Make-ups are given only for excused absences only.

Classroom Rules of Conduct:

Regular attendance with on time arrival. Courtesy to listen to and respect others points of view. Demonstrate a desire to take an active part in the learning process by coming to class prepared to discuss material, ask questions, and share insights with the class. Students are expected to complete all assignments by the due dates and appear for scheduled examinations. It is the student's responsibility to inquire when something is unclear in the texts or lectures. Do Not expect the instructor to present all the assigned reading in class.  Reading is the student's responsibility: The instructor's responsibility is to clarify, emphasize, give examples, put the topics into context, lead class discussions, and bring in additional related material to support and supplement the assigned reading. Tests may include questions over material from the assigned reading that was not covered in class. A student who does not read and study the assigned readings will not be able to get a good grade in this class.

Course Topic/Dates/Assignments:

October 24 Introduction and Chapter 1

October 26 Chapters 2 &3

October 31 Continuation of Chapters 2 & 3

November 2 Chapters 4 & 5, Questions Due

Nov 7 Chapters 6 & 7

Nov 9 Chapter 8

Nov 14 Chapters 9 & 10

Nov 16 TEST ONE (Mid-Term) over chapters 1-10

Nov 21 Chapters 11 & 12 Questions Due

Nov 23 NO CLASS (Thanksgiving)

Nov 28 Chapters 13 & 14

November 30 Chapters 15 & 16;

Dec 5 Chapters 17 & 18

Dec 7 Chapters 19 & 20

Dec 12 Chapter 21

Dec 14 FINAL EXAM over Chapters11-21 Core Assessment Due

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 87

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, but unexcused absences may carry further penalties.
  3. 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 "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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.

Park University 2006-2007 Undergraduate Catalog Page 89-90

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.
 

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Last Updated:9/27/2006 7:26:27 PM