PS302 Tests & Measurements

for F2B 2006

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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.


PS 302 Tests and Measurements


F2B 2006 BLA


Barnes, Ronnie G.


Senior Adjunct Professor


BS Education-Atlantic Christian College, Wilson, NC
MEd Education-Guidance and Counseling, Campbell University, Buies Creek, NC

Office Location

Park University at Fort Bliss, TX

Office Hours


Daytime Phone


Other Phone



Semester Dates

9 October thru 3 December 2006

Class Days


Class Time

8:00 - 1:00 PM


PS 101 Introduction to Psychology

Credit Hours


Walsh and Betz, Prentice-Hall, New Jersey, 2001, Tests and Assessment, 4th Edition, ISBN 0-13-095947-2.

Textbooks can be purchased though the MBS bookstore

Additional Resources:
In this course we will use the internet extensively.  I will email current articles of interest from magazines, newspapers, and Professional Journals on a weekly basis.  These will serve as a basis for classroom discussions.  We will also view videotapes, DVDs, and free online video-on-demand programs as appropriate to enhance the textbook readings.  We will explore many types of tests and evaluate them as assessment tools.

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.
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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:
Each student will be fully engaged in the class and encouraged to ask questions and further explore testing and assessment through independent research.  Students will be encouraged to share personal experiences and concerns and examine their own perspectives about the testing process, both for them as college students and for their school age children.  My goal is to have students explore the need for testing and the importance our society places on assessment.

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:
Students will be graded on the following criteria in this course:  attendance and participation, classroom oral presentation, online test report, design a test, midterm examination, and final examination.


Grading will be based on the following point values:


  • Attendance and Participation       50 points
  • Oral Presentation                      150 points
  • Online Test Report                     150 points
  • Construct a Test                        150 points
  • Midterm Exam                           250 points
  • Final Exam                                250 points

*1,000 points possible for the course


Grading Scale:


A= 900-1000 points

B= 800-899 points

C= 700-799 points

D= 600-699 points

F= 599 points or lower


Late Submission of Course Materials:
Late work will not be accpted without prior instructor approval.  Late work will be reduced one letter grade for each day it is late.

Classroom Rules of Conduct:


     1.  I reserve the right to drop any student for 3 days' unexcused absences, disruptive     

     behavior or failure to do assigned work.

     2.  Academic honesty is imperative.  Copying, from another student's work or from    

     your works cited, without  proper documentation will result in an F.

     3.  Student names will be reported to the main office after two consecutive

     unexcused absences.

     4.  Prior arrangements must be made with the instructor for any extended absences

     anticipated and all missed work must be made up.

     5.  Late submission of required assignments will result in points being deducted from

     your grade.

  1. Cell phones must be OFF or in the SILENT mode while in class.
  2. Common courtesy applies when someone is presenting.  No sidebar conversations allowed.

Course Topic/Dates/Assignments:




Introductions, ground rules, course requirements, course overview, review syllabus, group and presentation assignments. Read Chapters 1-3. Video: “Testing and Intelligence”.


Lecture Chapters 1-3. Read Chapters 4-7.


Lecture Chapters 4-7. Midterm exam review. Read Chapters 8-10.


MID-TERM EXAM (Covers Chapters 1-7)


Lecture Chapters 8-10. Read Chapters 11-12.


Lecture Chapters 11-12. Read Chapters 13-14.


Lecture Chapters 13-14. Review for final exam.


FINAL EXAM. (Covers Chapters 8-14). Turn in of all required work.

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 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: .

PS 302 Fall II Syllabus

PS 302 Grading Rubrics


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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.
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.
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.
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.
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.
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                                                                                                                                                                                                                                             
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.
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                                                                                                                                                                                                                                           
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:8/29/2006 11:10:20 AM