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PS 302 Tests and Measurements
Limozaine, Bruce J.


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

S1LL 2007 LR

Faculty

Limozaine, Bruce J.

Title

Senior Psychology Instructor

Degrees/Certificates

B.S. Emporia University (Psychology); M.S. Ed. Univ. of Wisconsin-Superior (Counseling)
Advance Study, University of Denver (Ed.D); Certification in Public Management (Univ. of Arkansas-Little Rock)
D.Min. Canidate, University of the South - School of Theology

Office Location

20 minutes before and after class

Daytime Phone

501.372.4388

Other Phone

Home:  941.2970; cell: 681.2332

E-Mail

Bruce.Limozaine@park.edu

brucelimozaine@classicnet.net

Semester Dates

January 15 - March 11, 2007

Class Days

------S

Class Time

9:00 - 2:00 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:
Aiken, L.R. (2006). Psychological Testing and Assessment (12th Ed.). Boston:  Allyn and Bacon.

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/.


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:  PS101.  3:0:3

Educational Philosophy:

A study of variety OF PSYCHOLOGICAL TESTING AND ASSESSMENT objectives that will assist the student in broadening their knowledge base.  The course of instruction is divided into four (4) major parts corresponding to the contents of the Text:  Assessment Methods and Practices; Assessment of Abilities; Assessment of Personality and Preferences; and Applications and Issues. With respect to what should be learned in a course on psychological testing and assessment, students often ask whether they are expected to know the statistical formulas. The answer is that students WILL NOT be expected to memorize all the formulas. You will be required to know a selected number of statistical formulas, be able to use a handheld calculator (use of computerized programs is allowable), and be knowledgeable of different forms of testing covered in the text. Among the formulas that should be committed to memory are those for the measures of central tendency - arithmetic mean, median, and mode.  You should also understand the concept of correlation, reliability, standard deviation, and validity.  Handheld calculators can be used during class and tests.  The instructor will insure that each student has a full understanding of each statistical item that should be committed to memory before any testing is accomplished.

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:

Lecture, discussion of testing material, small group discussions, laboratory work, and oral presentation. The student is required to read all assigned chapters in the text, participate in class,participate in small group discussions, and complete FOUR written examinations and  ONE term paper (outlines research conducted covering one test review).

Grading:

EXAMINATION AREA COVERED POINTS
TEST 1 CHAPTERS 1, 2, & 3 25 POINTS
TEST 2 CHAPTERS 4, 5, 6, 7, & 8 25 POINTS
TEST 3 CHAPTERS 9, 10, 11, 12, & 13 25 POINTS
TEST 4 CHAPTERS 14, 15, 16, 17, & 18  25 POINTS
RESEARCH PAPER TEST REVIEW PROJECT 50 POINTS
MAXIMUM POSSIBLE POINTS 150 POINTS

Late Submission of Course Materials:

Late submission of test examinations or term paper will result in a one letter grade reduction unless the student has made prior arrangements with the instructor to make a late submission.  Normal late submission is allowable due to health, medical, or job related (such as TDY) absences; all other late submissions must receive prior approval.

Classroom Rules of Conduct:

The student is responsible for completing reading assignments PRIOR to class meetings in order to facilitate class discussions.  Students are expected to participate in classroom discussions. During discussions and classroom presentations the student is required to respect the dignity of other students and appreciate the variety of life experiences.

Course Topic/Dates/Assignments:

DATE TOPIC ASSIGNMENTS
JAN 20 INTRODUCTION, REVIEW CHAPTERS 1, 2, & 3 DISCUSSION COVERING CHAPTERS 1, 2, & 3
JAN 27 REVIEW CHAPTERS 4 AND 5 FIRST TEST (CHAPTERS 1, 2, & 3)
FEB 3 REVIEW CHAPTERS 6, 7, & 8
FEB 10 REVIEW CHAPTERS 9 & 10 SECOND TEST (CHAPTERS 4,5,6,7, & 8)
FEB 17 REVIEW CHAPTERS 11, 12 & 13
FEB 24 REVIEW CHAPTERS 14 & 15 THIRD TEST (CHAPTERS 9,10,11,12, & 13)
MAR 3 REVIEW CHAPTERS 16, 17 & 18
MAR 10 FINAL EXAMINATION FINAL EXAM (CHAPTERS 14,15,16,17, &18); SUBMITTED TERM PAPER

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 .

Additional Information:

    


Attachments:
Core Assessment Rubric for PS302

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:12/7/2006 8:13:24 PM