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PS 302 Tests and Measurements
Taylor, William H.


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

F2T 2006 DLA

Faculty

Taylor, William H.

Title

Adjunct Faculty

Degrees/Certificates

M.A.  Western Michigan University
CAGS  Boston University
M.S.  Syracuse University

Office Location

Home

Office Hours

Call or e-mail for appointment

Daytime Phone

937-422-6521

E-Mail

william.taylor@park.edu

Semester Dates

23 October-17 Dec 06

Class Days

TBA

Class Time

TBA

Prerequisites

PS 101

Credit Hours

3


Textbook:
Required:

Kaplan, R. M. and Saccuzzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues (Sixth Edition). Thomson/Wadsworth, ISBN 0-534-63306-4.

Recommended:


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. PREREQUISITE: PS 101. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning 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:
See Grading Plan Below:

Grading:

Grading Plan

 
You will be able to track your grade throughout the term. Grades will be determined by your performance on a final exam, 3 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) 60 points
Core assessment (Week 6) 80 points
Weekly homework assignments
80 points
Weekly mastery questions  80 points
Group controversial issues presentation 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

You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you critically analyze psychometric information and communicate this knowledge in a professional manner. Each student is responsible for:

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

 
Core Assessment: 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).

Late Submission of Course Materials:
Policy for submission of assignments: All assignments will be submitted via the dropbox as RTF or Word attachments. I do not accept assignments emailed to me.

Policy for late work: You have one week after the due date to submit late work. Late work will receive only half of the awarded 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 your instructor for clarification.

Online Course Policies

Course Topic/Dates/Assignments:
See online Course for Specific Topics, Assignments, and dates 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.
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 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:10/5/2006 11:54:15 AM