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EDP 351

PRINCIPLES OF EDUCATIONAL TESTING

Spring, 2000


Professor: Dr. Kim Brown, Recitation 210D, ext. 6971, AOL Account: Brownksb@aol.com

Office Hours: W F 9:15-10:00, M W F 12:00-1:00, and M 6:30-7:15. Additional times

may be scheduled individually.

Introduction: This course is designed to provide students with the skills necessary to integrate

their philosophy of education with the theories and principles of evaluation and

measurement.

Goals: Students will make appropriate decisions concerning:

1. the psychometric characteristics of assessment instruments.

2. test selection procedures.

3. comprehensive assessment strategies.

4. current trends and issues in assessment, including legal and ethical issues,

multicultural issues, outcome based education, and children with special needs.

Objectives: The student will demonstrate the ability to:

Psychometrics:

1.1 describe types of reliability and validity.

1.2 discuss the relationship between reliability and validity.

1.3 describe factors affecting reliability and validity.

1.4 define and determine the appropriate use of measures of central tendency,

relationship, and variability.

1.5 prepare and interpret frequency distributions.

1.6 describe properties of the normal curve, skewed distributions, and standardized

scores.

Test Selection:

2.1 describe the role of reliability, validity and norm groups in the test selection process.

2.2 distinguish between norm- and criterion-referenced assessment.

2.3 evaluate the appropriate use of a test, given a particular purpose and population of

students.

Assessment Strategies:

3.1 describe the impact of theory on assessment strategies.

3.2 administer appropriate tests, and score and interpret test results.

Current Issues in Assessment:

4.1 discuss current research findings regarding the assessment of students with special

needs.

4.2 discuss the implications of cultural, ethnic and gender differences on the evaluation

process.

4.3 discuss the counselor's role in the assessment process from within an OBE model.




Evaluation Procedure: The preceding objectives will be assessed through classroom tests,

homework assignments, and projects.

Each of the following must be completed:

100 points: multiple choice and short answer exam assessing objectives 1.1 through 2.3

100 points: student constructed performance based assessment

100 points: student constructed traditional test

100 points: essay and short answer final exam to assess all objectives

75 points: observation and interview results

50 points: (25 points each) identification of, and evaluation considerations for learning disabilities and adhd

50 points (depending on the number of assignments given): Homework assignments

20 points: paper on evaluation issues for minorities

20 points: written description of Mental Measurements Yearbook and Tests in Print

Grades will be assigned according to the WCU grading policy discussed in the handbook.

Attendance: Active participation in this course is crucial. Participation is not merely sitting in class. Participation involves a combination of reporting to class on time with all necessary materials, providing evidence of reading class assignments and reviewing class notes, and active communication. Students are expected to attend all class meetings. When a student misses more than three class meetings without the prior knowledge of the professor, five points for each additional class meeting missed will be deducted from the total points earned in the course. Students arriving more than 5 minutes late for class will be considered absent. Assignments not handed in on time will have 5 points deducted from their grade for each late day.

If you miss a class, do not ask me any of the following questions:

"Did I miss anything important?"

"What did I miss?"

"Could I get a copy of the handouts?"

"I didn't know it had been assigned. Could I hand it in next class?"

It is your responsibility to arrange for someone to take a handout for you if you are not here. It is also your responsibility to find out if any assignments were given in your absence and to have them ready to hand in on time. I suggest that you exchange names and numbers with the person sitting next to you and that the two of you act as each others' partners in the event of an absence.

ASSIGNMENTS WILL NOT BE ACCEPTED AFTER THE DUE DATE UNLESS A PRIOR ARRANGEMENT HAS BEEN MADE. IF YOU ARE ABSENT FROM CLASS WHEN AN ASSIGNMENT IS DUE, IT IS YOUR RESPONSIBILITY TO FAX IT TO ME ON THE DUE DATE AT (610) 436-3102.

Academic Dishonesty Policy: Academic dishonesty is prohibited at this University, and will not be tolerated in this class. It is a serious offense because it diminishes the quality of scholarship, makes accurate evaluation of student progress impossible, and defrauds those who must ultimately depend upon the knowledge and integrity of the institution, its students and faculty. Students should review the academic dishonesty policy stated in the University catalog.

Required Text:

Nitko, A. J. (1996). Educational assessment of students. Merril.

References

American Educational Research Association, American Psychological Association & National

Council on Measurement in Education. (1985). Standards for educational and psychological

testing. Washington, DC: American Psychological Association.

Worthen, B. R., Borg, W. R., & White, K. R. (1993). Measurement and evaluation in the

schools. New York: Longman.

IMPORTANT NOTE: NEVER, EVER, EVER, GIVE ME THE ONLY COPY OF ANYTHING!!! KEEP BACKUPS FOR ALL ASSIGNMENTS!!!