I.
COURSE TITLE: EDU 6554 Test and Measurement
II.
PREREQUISITES: Graduate Standing
3 semester hours credit
III. COURSE DESCRIPTION: This course is designed for the graduate student seeking advanced
teacher/administration certification. Course content deals with the process of measurement and
evaluation in the education process and administration/teacher decision making. Emphasis is placed
an the application of cutting-edge technology used in the assessment process.
IV. RATIONALE: Teachers and administrators are regularly confronted with numerous curriculum
and instructional decisions. Such questions as: how realistic are my instructional plans; to what
extent are my pupils ready for the next learning experience; what grades or marks should be
assigned each pupil; are the assignment of the pupils to classrooms appropriate; and how can
assessment aid staff evaluation? The answer to these questions and many more are explored.
V.
LEARNING OBJECTIVES AND OUTCOME:
A.
Understand the role of measurement in the assessment process
B.
Understand the planning necessary for developing a classroom test
C
Redefine content into performance based objectives
D. Understand relationship of reliability and validity to good classroom decision
making
E.
Develop test specifications
F.
Understand relationship of content objectives and test items
G.
Select/Write appropriate test items
H.
Construct supply type items
I.
Construct select type items
J.
Construct interpretive exercise type items
K.
Construct Essay Questions. Restricted and Extended type
L.
Plan performance-based task
M.
Understand observational peer appraisal, and self-reporting techniques
N.
Understand the assembling and scoring of classroom tests
O.
Build an effective test-item bank and performance-task file
P.
Understand classroom marking and reporting system
Q.
Select appropriate published test
R.
Understand aptitude testing
S.
Understand the interpreting of test scores and norms
T.
Understand external mandated testing and assessment
U.
Understand how test data can be used in decision making
V.
Understand how test data can be used in staff evaluation
W.
Understand how test data can be used to evaluate the Mission goals of the school
X.
Understand test data's relationship to Federal and State project evaluation
Y.
Understand use of current technology in the assessment process
Z.
Understand current trends and issues in measurement
VI. ACADEMIC INTEGRITY: The academic integrity of students in this class will conform to the expectations set forth by the University. These expectations for honesty,
plagiarism, and cheating can be found in the Mississippi College Graduate Bulletin.
VII. COURSE TOPIC:
A.
The Role of Measurement and Assessment in Teaching
B.
Instructional Goals and Objectives
C.
Validity
D.
Reliability
E.
Planning Classroom Tests and Assessments
F.
Constructing Objective Test Items
G.
Constructing Objective Test Items: Multiple Choice Forms
H.
Measuring Complex Achievement., The Interpretive Exercise
I.
Measuring Complex Achievement: The Essay Questions
J.
Performance Based Assessment
K.
Observational Techniques, Peer Appraisal, and Self-Report
L.
Assembling, Administering, and Appraising Classroom Tests and Assessments
M.
Marking and Reporting
N.
Achievement Tests
O.
Aptitude Tests
P.
Test Selection, Administration and Use
Q.
Interpreting Tests Scores and Norms
R.
External Mandated Testing and Assessement: Trends and Issues
VIII. INSTRUCTIONAL METHODS:
A. Lecture/Discussion
B. Demonstrations
3. Group Work Sessions
D. Role Playing
E. Computer Exploration and Interaction
9.
ASSIGNMENTS:
1.
B.
C.
D.
E.
F.
10.
Research Readings/Report
Oral Presentation
Computer Application Exercises
Group Planning Exercises
Data Analysis Exercises
Decision Making Exercises
10%
10%
10%
10%
10%
10%
EVALUATION:
A. Assignments (see IX)
60%
B. Objective/Performance Based
Evaluation Development
40%
C. Grading Scale
1.
2.
3.
4.
5.
XI.
Z= 1.0 and above ............... A
Z= 0 to .99 ......................... B(B+)
Z= -1.0 to -.01 ....................C(C+)
Z= -2.0 to -1.01 .................. D
Z= below -2.0 .................... F
OTHER COURSE INFORMATION: (see attachment)
XII.
INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:
A.
Textbook:
Linn, R. & Gronlund, N., (1995). Measurement and assessment in teaching Merrill: Englewood
Cliffs, New Jersey.
B.
Contemporary References:
Buros, 0., (1998). Mental measurement yearbooks.
Airasian P.W., (1994). Classroom assessment . Prentice Hall: Upper Saddle River, New Jersey.
Chase, C., (1999). Contemporary assessment or educators. Longman: New York.
Gallagher, M. (1998). Classroom assessment for teachers. Prentice Hall: Upper Saddle River, New
Jersey.
Gredler, M., (1999). Classroom assessment and 1earning. Addison-Wesley: New York.
Gronlund, N., (1998). Assessment of student achievement. Allyn and Bacon: Boston, Mass.
Lichtenburg, J., &Goodyear, R., (1999). Scientist-practitioner perspectives and what they mean.
Houghton Mifflin: Boston, Mass.
C.
Key Journals:
Education Technology
Journal of Education
Journal of Educational Psychology