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PS 302 Tests & Measurements
Solis, Ricardo


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

PS302 Tests and Measurements

Semester

U1B 2010 BL

Faculty

Ricardo A. Solis

Title

Senior Instructor

Degrees/Certificates

B.S. Criminal Justice Univ. of Texas at El Paso.
MA Counseling Webster University.

Office Location

tbd

Office Hours

Before and after class

Daytime Phone

(915) 408-7125

Other Phone

915-626-8246

E-Mail

ricardo.solis@park.edu

Web Page

http://www.parkonline.org

Semester Dates

May 31st through July 25th 2010

Class Days

Saturdays

Class Time

8am to 1pm

Prerequisites

ps101

Credit Hours

3


Textbook:

Cohen & Swerdlik, Psychological Testing and Assessment: An Introduction to
Tests and Measurement - Text Only, 7th Edition, 2010, McGraw-Hill. ISBN:
ISBN-13 9780073129099










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/.

http://www.socialresearchmethods.net
http://www.statsoftinc.com
http://www.fedstats.gov

Course Description:
An introduction to the uses of psychological tests,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:  PS101. 3:0:3

















Educational Philosophy:
Lectures, presentations, and discussions will be used as well as structured experiential activities for students.  Student presentations and possible interviews will be integrated throughout the course.  Since an experiential, student-centered learning approach will be utilized, authentic performance assessments will be incorporated.  Activities will focus on mastering higher order critical thinking skills and problem-solving techniques. Students will acquire a working knowledge of the primary assumptions, theories, and measurement techniques used to assess and understand human beings, human behaviors, and the environment in which they operate. 

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.


  Instructor Learning Outcomes
  1. Understand and comprehend numerous purposes and applications of psychological and educational tests, measurements, and assessments.
  2. Describe, re-create, define and make comparisons and contrasts concerning the major categories of assessments.
  3. Observe and disclose personal reactions related to the course content and activities and the basic issues of testing, evaluation, and assessment.
  4. Apply various aspects of the course content and activities to one's personal experiences within the context of testing and measurement.
  5. Commit to and keep class agreements and negotiations concerning ground rules for this organization or re-negotiate the agreements as needed with the instructor throughout the course.
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.
 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).

Link to Class Rubric

Class Assessment:

Readings and Journal Reaction Sheets(5  per semester--6 points each, then averaged at the end of the semester for a maximum of 30 points)

Essay Questions/Applications (2 exams midterm and final--20 points each, then averaged at the end of the semester for a maximum of 40 points)
Core Assessment-- Major Test Review and Critique (20 points maximum)
 
participation(continuous and ongoing--10 points maximum) 
 
 

A.  The core assessment is worth 20%; journal reaction sheets 30%,midterm 20%, final 20%,  class participation will make up the remaining 10%.
  

B.  Students will also be asked to personally evaluate their achievements in the course based on the stated course objectives and on the evidence of record from the above categories.  

C.  Course grades will be determined equally from the instructor's assessments of students' performance  with the exception of the core assessment.

Grading:

Individual written assignments will be assessed points on the basis of completeness, accuracy and validity.  Points for class participation will be determined according to the degree to which students complete their class presentations; actively engage in small group, experiential activities; and participate in large group discussions of class content material within this complex organization.

Final Letter Grade Assessments:

A--90 - 100 points

B--80- 89 points

C--70 - 79 points

D--60 - 69 points
 
F-  59- 0 points

Late Submission of Course Materials:
Students who are absent and excused will be given one week to complete assignments with no penalty.  Assignments turned in after one week will have 10 points deducted from the total possible points.  Unexcused absences will result in zeroes.

Classroom Rules of Conduct:

Attendance will be taken at every class meeting. Students who miss more than one class for any reason or are habitually tardy or leave class early will be given time  after class to address deficiencies.Please turn off all cell phones.Lap tops are only permitted for giving presentations. Please submit all work to ecompanion drop box for each assignment.

Course Topic/Dates/Assignments:

A. Readings and Journal Reaction Sheets: Read all material in text assignments  in advance of assigned dates. Examine the material carefully in terms of the personal meaning it holds for you. Assignments correspond directly and support planned class activities and provide a background for understanding and realizing what is taking place. Assessment of readings (for grading purposes) will be done by periodic examination of reaction sheets entered in the student's journal. Examination of journal entries by the instructor will take place two or three times during the course; however entries from the readings are to be made each week (weeks 3 - 7).

NOTE: After reading assigned material, and in advance of assigned dates, write a concise two-page analysis for one chapter from the assigned readings each week. The two-page reaction sheets are to be dated and entered in the student's journal on the appropriate dates assigned. The "summary" will go on the front side of the first page while the student's personal reactions to the readings are to be written on the front side of the second page.

B. Essay Questions/Applications (Take-Home Questions): Questions pertaining to class activities and assigned readings will be distributed to students on three occasions during the course. The number of questions on these exams will be 10 questions each distribution. Assessment will be based on the student's ability to recreate personal and interpersonal experiences from class activities and personal interpretation of the content material.
 
C. Core Assessment: Although this project will be due the 7th week, the organization, planning, and collaborating will occur in a continuous process beginning in the 1st week.

D. Class Participation
: Since the course focuses on people and since all sessions will involve experiential activities and exercises involving class participants, active and consistent attendance and participation is needed from all students enrolling in the course. Assessment will be based on the instructor's observation of student performance and will be communicated and negotiated with each student during the course of the class and again at the end of the course.

 
E. Class Activities Reaction Sheets: Reaction sheets may be entered in the journal (for grading purposes) on a weekly basis which summarize the previous week's classroom activities and your personal reactions to the activities. These reaction sheets would be in addition to the reading reaction sheets. The format is the same as reaction sheets to the assigned readings.
 

Tentative Class Schedule:

Week 1: (Sat.June 5th 2010 )
 
Readings:  Chapters 1, 2, 3/Class Discussion

(Creating a Context for the Course/Assessments)
 
Introduction to Course/Syllabus/Handouts

Introduction to Class Ground Rules   

Student Background Assessment Activities 

Week 2 )
Sat. June 12, 2010)

Readings: Handouts/Chapters 4, 5, 6/Class Discussion

(Foundations of Tests and Assessments)
Application Activity on Critical Thinking, Problem-solving, and Tests/Assessments/Measurement

Week 3 (Sat. June 19th, 2010)

Readings: Chapters 7 

(Test Development)

Test Construction and Development Notions
 
Assignment of 1st Set of Take-Home Questions
 
1st Set of Reaction Sheets Due Dates Established
 
Completion of Reaction Sheets (Schedule for weeks 3 - 7)
 
Week 4 (Sat. June 26th, 2010)

Readings: Chapters 8 & 9/Class Discussion 

(Assessment of Intelligence and Cognitive Abilities)

Experiential Activity on Cognitive Development/Mind Dynamics

Collection of 1st Set of Take-Home Questions
     MIDTERM

Week 5 (Sat. July 3rd, 2010)

Readings: Chapters 10 & 11/Class Discussion 

(Educational Testing)
 
Assignment of 2nd Set of Take-Home Questions
 
Applications of Assessment Activities to Skill Development
 
Introduction to the Measurement of Change as a Process and Skill(s) Development (Possible Application)
 

Week 6 (Sat. July 10th ,2010)

Readings: Chapters 12, 13, & 14

(Assessment of Human Development/Personality/Psychological Measures)

Problem-solving and Assessment(s) Activity
 
Experiential Activity on Person-Environment Interaction Inventories 
 
Collection of 2nd Set of Take-Home Questions

Week 7 (July 17th, 2010)

Readings: Chapters 15 & 16/Class Discussion 

(Ethical Standards of Assessments)
 
Reflective Review of the Role of Interests Inventories/Life Stages
 
Assignment of 3rd Set of Take-Home Questions
 
Turn in Research Paper (Core Assessment)/Presentations
 
Core Assessment Due, (Presentations Due)

Week 8 (Sat. July 24th, 2010)

(Change/Skill(s) Development and Assessment Measures)
    FINAL
 
Class Discussion of Assessment Concerns
 
Collection of 3rd Set  of Take-Home Questions
 
Feedback from Students 
 
Final Course "Completing" Activity
 

.

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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95
1.  Students will be expected to be in class on time according to the negotiated times given.

2.  Students are to give maximum possible notice should they be unable to attend as agreed.  If they are unable to attend, they will communicate their intentions to the instructor and complete missing assignments prior to the next class meeting.

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:
Please use a minimum of eight references for your project, apa style.



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:6/1/2010 10:47:39 PM