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PS 302 Tests & Measurements
Barnes, Ronnie G.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 302 Tests and Measurements

Semester

S1B 2012 BL

Faculty

Barnes, Ronnie G.

Title

Senior Adjunct Professor of Psychology/Sociology

Degrees/Certificates

B.S. Education, Atlantic Christian College
M. Ed. Education, Guidance and Counseling, Campbell University
K-12 Guidance Counselor

Office Location

Park at Ft. Bliss, TX campus

Office Hours

As needed

Daytime Phone

915-568-8464

Other Phone

915-449-4505

E-Mail

Ronnie.Barnes@park.edu

ronnie.g.barnes.civ@mail.mil

Semester Dates

January 16 through March 11 2012

Class Days

Fri

Class Time

5;00-10:00 pm

Prerequisites

PS 101

Credit Hours

3


Textbook:

Cohen & Swerdlik, Psychological Testing and Assessment: An Introduction to Tests and Measurement - Text Only, 7th Edition, 2010, McGraw-Hill. ISBN 978-0-07-312909-9

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

  • Use of internet/websites
  • Magazine/Journal articles
  • Movies/videotapes
  • Personal interviews/field trips
  • Guest speakers 

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:
Instructor facilitates lively discussion of topics and ideas surrounding the testing arena.  Students are expected to be 100% in the exchange of ideas and the learning process.  Instructor emphasizes critical thinking and values each student's opinion and expression. 

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. Students will learn the components of good and fair testing practices
  2. Students will design a test using best design methodology
  3. Students will evaluate the appropriate test to use in particular scenarios
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:

  • Class Participation = 5%       
  • Test Briefing = 15%   
  • Design a Test = 10%       
  • Test Review and Critique (Core Assessment) = 20%       
  • Mid-Term Examination = 25%       
  • Final Examination = 25%
  • TOTAL = 100% 

Grading:

A          90-100 pts       
B          80-89 pts       
C          70-79 pts       
D          60-69 pts       
F          59 pts or BELOW

Late Submission of Course Materials:
Late work will not be accepted without prior instructor approval.  It may result in the lowering of the final grade. 

Classroom Rules of Conduct:
Cell phones are to be turned off or in the silent, vibrate mode.  Common courtesies apply.  No sidebar conversations during presentations.

Course Topic/Dates/Assignments:

 

WEEK

ASSIGNMENT

1

Introductions, ground rules, course requirements, course overview, review syllabus, presentation assignments.  Read Chapters 1-3.  

2

Lecture Chapters 1-3. Video: “Testing and Intelligence”. Begin presentations. Read Chapters 4-7.

3

Lecture Chapters 4-7. Continue presentations. Midterm Exam review. Read Chapters 8-9. 

4

MIDTERM EXAM (Chapters 1-7)

5

Lecture Chapters 8-9. Video: “Testing and Schools”. Continue presentations. Read Chapters 10-11.

6

Lecture Chapters 10-11. Continue presentations. Read Chapters 12-13. Read Chapter 14.

7

Lecture Chapter 14. Complete presentations. Review Final Exam.

8

FINAL EXAM (Chapters 8-14). Turn in all assigned work.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 96

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:11/20/2011 7:49:29 PM