PS302 Tests & Measurements

for F2AA 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 & Measurements


F2AA 2007 LC


Ajas, Hiroshi


Senior Instructor


Master in Social Work, MSW; licensed LMSW in Texas
Master of Science in Mental Health Counseling, MS
Master of Arts in Business Management, MA

Office Location

Lackland AFB, TX

Office Hours

Anytime via e-mail or work number

Daytime Phone



Semester Dates

22 Oct 07- 16 Dec 07

Class Days


Class Time

4:45 - 7:25 PM


PS 101

Credit Hours


Kaplan, R.M. & Saccuizzo, D. P. (2005). Psychological Testing: Principles, Applications, and Issues (Sixth Edition). Thomson/Wadsworth.

Additional Resources:
Recommended: Kaplan, R.M. & Saccuzzo, D.P. (2005). Psychological Testing Workbook (Sixth Edition). Thomson/Wadsworth.

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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 areas of general classifications, differential testing of abilities and measurement of personality characteristics. Prerequisite: PS 101. 3:0:3

Educational Philosophy:
The instructor's educational philosophy is to integrate class lectures, power point slides presentations, course workbook exercises/activities, examinations and CORE Assessment Test Review and Critique to expand understanding of test and measurements.

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:

Test Review and Critique

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.
  • 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).

Link to Class Rubric

Class Assessment:

1. 14 Nov 07- Midterm Examination- Chapters 1-10.
2. 12 Dec 07- Final Examination- Chapters 11-21.  Both examinations will include multiple choice, true and false, matching and short answer response questions.
3. CORE Assessment Test Review and Critique- Each student will  prepare a summary critique/report on a personality, intellgence or educational test, approved by the instructor. The summary critique/report will be 10 pages, doubsled spaced and following APA guidelines. A detailed outline for this assignment will be discussed in class.
4. Group Exercises on Chapter Questions and Test Reports: After the conclusion of each chapter lecture, students will participate in small working groups to discuss and respond to chapter questions and various dimensions of a test report. The discussion on test report includes the purpose, coverage (e.g., structure, function, data), techniques, testing environment and challenges faced in using the test. The student's participation in group exercises will be reflected in the Class Participation/Attendance grade.


1. Midterm Examination- 100points (33.5%)
2. Final Examination- 100 points (33.5%)
3. CORE Assessment Test Review and Critique Paper- 75 points (25%)
4. Class Participation/Group Exercises/Attendance- 25 points (8%)
5. Total Points- 300 points (100%)
300-270 = A
269- 240 = B
239- 210 = C
209- 180 = D
179 and below = F

Late Submission of Course Materials:
The instructor will not accept assignments late unless for documented, excused reasons. Unexcused reasons for late submission of assignments/tests will receive a grade of "zero." There will be NO make up sessions for unexcused absences. The student  must make every effort to contact the instructor as soon as possible to make up assignments/tests for excused absences.

Classroom Rules of Conduct:
Class participation and appropriate classroom behavior is expected and attendance taken for each class. Class missed for legitimate reasons such as TDY, personal/medical emergencies are excusable but the student will need to coordinate with the instructor (e.g., pirate mail, phone call) as soon as possible to make up assignments/tests.

Course Topic/Dates/Assignments:

1. 22 Oct- Introduction to test and measurements; review of course objectives and examinations; discussion of CORE Assignment paper; Chapters 1 and 2 slides and lectures; and group exercises on Chapter 1- Introduction and Chapter 2- Norms and Basic Statisitics for Testing.
2. 24 Oct- Chapter 3- Correlation and Regression, chapter slides and group exercises.
3. 29 Oct- Chapter 4- Reliability and Chapter 5- Validity, chapter slides and group exercises.
4. 31 Oct- Chapter 6- Writing and Evaluating Test Items and Chapter 7- Test Administration, chapter slides and group exercises.
5. 5 Nov- Chapter 8- Interviewing Techniques, chapter slides and group exercises.
6. 7 Nov- Chapter 9- Theories of Intelligence, chapter slides and group exercises.
7. 12 Nov- Chapter 10- The Wechsler Intelligence Scales, chapter slides, goup exercises. and review for Midterm Examination.
8. 14 Nov- Midtern Examination, Chapter 12- Standarized Tests, chapter slides and group exercises.
9. 19 Nov- Chapter 11-Other Individual Tests, chapter slides and discussion on CORE Assessment paper.
10. 21 Nov- Chapter 13- Applications in Clinical and Counseling Setting and Chapter 14- Projective Personality Tests, chapter slides and group exercises.
11. 26 Nov- Chapter 15- Tests Based on Psychological Science and Chapter 16- Testing in Counseling, chapter slides and group exercises.
12. 28 Nov- Chapter17- Testing in Health Psychology and Chapter 18- Testing in Industrial, chapter slides and group exercises.
13. 3 Dec- Chapter 19- Test Bias, chapter slides and group exercises.
14. 5 Dec- Chapter 20- Testing in Forensic Settings, chapter slides and  group exercises.
15. 10 Dec- Chapter 21- Ethics, review for Final Examination.
16. 12 Dec- Final Examination. 

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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:9/23/2007 6:55:15 PM