PS302 Tests & Measurements

for S1D 2007

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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


S1D 2007 DA


Aust, Melissa


Adjunct Faculty


B.S. Social Psychology
M.Ed. Counseling/Human Relations

Office Location


Office Hours

By Appointment

Daytime Phone

(520) 747-5540


Semester Dates

January 15 – March 10, 2006

Class Days


Class Time

4:45 - 7:25 PM


PS101 or equivalents

Credit Hours



Kaplan, Robert M. & Saccuzzo, Dennis P. (2005). Psychological Testing: Principles, Applications, and Issues (6th edition). Belmont: Thomson Wadsworth.  ISBN: 0-534-63306-4

Textbooks can be purchased through the MBS 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.
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Resources for Current Students - A great place to look for all kinds of information

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:


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:

This course will consist of lectures, class discussions and activities, examinations, the assessment journals, as well as online discussion. The use of outside resources, such as the library and/or internet, is expected. All assigned material should be read prior to class to promote class discussions.
Requirements for Assessment Journal:
Students will research, complete, and submit a response to eight assessment tools, worth fifteen points each. Grading will be based on completion of assessment (5 points), inclusion of the assessment (5 points), and discussion of findings related to class/text discussions (5 points).


Class Participation/Attendance            60 points
Mid-Term                                          100 points
Assessment Journal (8 x 15 pts. ea.)   120 points
Presentation                                        20 points
Final                                                   100 points
TOTAL = 400 points
A = 360-400
B = 320-359
C = 280-319
D = 240-279
F = Below 239

Late Submission of Course Materials:

Late assignments will not be accepted unless prior arrangements are made, including absences. It is the student’s responsibility to be present on test dates. Only in the cases of excused absences will alternate test dates be arranged.

Classroom Rules of Conduct:

Students should be prepared to participate and contribute to class discussions. The values, ideas, and opinions of all students will be respected. Students are responsible to ensure all work is submitted timely.  Students should plan ahead so as not to be late with assignments due to equipment malfunctions.

Course Topic/Dates/Assignments:


January 15 & 17
Introductions & Review Syllabus

Chapters 1, 2, 3

Jan. 15 is MLK Day, we will

utilize online discussion for

introductions & Ch. 1

January 22 & 24

Chapters 4, 5, 6, 7


January 29 & 31

Chapters 8, 9, 10


February 5 & 7

Presentations, Review

Mid-Term Thursday

February 12 & 14

Chapters 11, 12, Presentations


February 19 & 21

Chapters 13, 14, 15


February 26 & 28

Chapters 16, 17, 18, 20

Assessment Journals Due


March 5 & 7
Chapter 19, 21, Review

Final Thursday

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: .


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:12/30/2006 9:53:42 PM