SYLLABUS
Course: Psychology 370--Sec 2 (Schedule#22653; Psychological Testing and Measurement)
Course Description: Measurement theory and the basic principles of testing. Selection,
construction, and critical evaluation of group tests of intelligence, personality, aptitude, interest,
and achievement.
Prerequisites: Grade of B or better in Psychology 270 or equivalent statistics course; grade of B
or better in Psychology 301. Proof of completion of prerequisite required: Copy of transcript.
Note: Students electing to take Psychology 410 for the methods requirement may petition waiver
of the Psychology 301 prerequisite by permission of the undergraduate adviser.
Credit: 3 units
Semester: Spring, 2015
Time: Monday & Wednesday 3:30 - 4:45 pm
Location: LSN-132
Instructor: Dale N. Glaser, Ph.D.
Phone: 619-220-0602
Office Hours: By Appointment
E-Mail: glaserconsult@sbcglobal.net
Or (dglaser@mail.sdsu.edu)
Overview
It is indisputable that measurement is a key element in the social, health, and behavioral sciences,
and especially for psychology. A cursory read of a daily newspaper or weekly news magazine
will find some type of reporting of data and statistics which involves the measurement process.
For instance, in 7/17/14 LA times an article titled: Big jump in number of millennial’s living with
parents reported indicated that “A record 57 million Americans, or 18.1% of the population, lived
in multigenerational arrangements in 2012, according to the Pew Research Center. That's more
than double the 28 million people who lived in such households in 1980”. Or in 7/22/14 edition
of LA Times: “Pay raises for recent college grads far below average” detailing that salaries for
recent college graduates have risen at less than half the pace for all U.S. workers since the
recession, an analysis by the Federal Reserve Bank of San Francisco found…..[it was] found that
median earnings for recent college graduates rose only 6% between 2006 and 2013, compared
with 15% for the workforce at large.”
In the LA Times (5/29/13) article: More women than ever are breadwinners pointing out that
”two years ago, more than 40% of American households with children relied on a mother as their
biggest or only source of income---a massive jump from 11% of families in 1960” (A9). In a
5/24/13 article in the LA times “three in four U.S. workers say they intend to work past
retirement age” Or in the SD Union on 8/6/2012 "51% of employees admitted to swearing in the
office. Of those, 95% said they do it in front of their colleagues, and 51% in front of their boss"
(implications for promotion?). And in a 7/12/13 LA Times article titled “Smartphones are used in
surprising places, study finds”: “3 in 4 U.S. smartphone users surveyed said they are within five
feet of their devices most of the time....more than a third said they use their devices at movie
theaters, and 12% said they use them in the shower….but perhaps most unusual is the act that 1 in
11 users said they have used Smartphones________....12% believe their smartphone gets in the
way of their relationships”.
From a lead article in Time Magazine titled "The Pursuit of Happiness" (7/2013) the following
statistics are enumerated:
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1. People who dwell on the past and future are less likely to be happy than people who
concentrate on the present
2. 1/4 of single people believe married people have more boring social lives
3. A bad job is better than no job: previously out-of-work people are happier even if a
new job has poor pay and hours.
4. 11% of Americans have experienced depression by the age of 18.
5. One-third of Americans say they want to earn significantly more money
6. 1 in 3 stressed Americans copes by shopping
7. Half of couples cohabit before getting married
8. 62% of new mothers are part of the American workforce
9. Teens watch about four hours of TV each day, Adults five: Reality programs like
American Idol dominated ratings in 2012
10. Self-improvement products are now a $10 billion industry
11. 23 million American use 4,000 online dating services each month.
12. Homeowners aren’t any happier than renters. They are more likely to experience
stress and pack on extra pounds, perhaps as a result.
In a NY times article dated 7/18/14: How Tests Make Us Smarter
TESTS have a bad reputation in education circles these days: They take time, the critics
say, put students under pressure and, in the case of standardized testing, crowd out other
educational priorities. But the truth is that, used properly, testing as part of an educational
routine provides an important tool not just to measure learning, but to promote it.
In one study I published with Jeffrey D. Karpicke, a psychologist at Purdue, we assessed
how well students remembered material they had read. After an initial reading, students
were tested on some passages by being given a blank sheet of paper and asked to recall as
much as possible. They recalled about 70 percent of the ideas.
Other passages were not tested but were reread, and thus 100 percent of the ideas were
re-exposed. In final tests given either two days or a week later, the passages that had been
tested just after reading were remembered much better than those that had been reread.
What’s at work here? When students are tested, they are required to retrieve knowledge
from memory. Much educational activity, such as lectures and textbook readings, is
aimed at helping students acquire and store knowledge. Various kinds of testing, though,
when used appropriately, encourage students to practice the valuable skill of retrieving
and using knowledge. The fact of improved retention after a quiz — called the testing
effect or the retrieval practice effect — makes the learning stronger and embeds it more
securely in memory.
And then in a 8/3/12 editorial in the LA Times titled "Teaching, and testing, smarter", "despite
the barrage of criticism that schools are spending increasing amounts of time testing our children
and teachers are being forced to teach to the test, the reality is that testing is no fad........the
increasing emphasis on testing in U.S. schools is a consequence of perhaps the most profound
change n American education in modern times--the shift in focus from teaching to learning".
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Thus, measurement is a pervasive part of our lives, whether we know it or not (how many of you
monitor your speedometer, weigh yourself, or take those little “rate your____” in the monthly
magazines?!!). Moreover, measurement and testing takes place in a wide array of contexts, for
example from education (SAT, GRE, test scores in college classes, etc.) to industry (return on
investment, work output, performance appraisals, etc.) to health care (Length of Stay, outcomes,
cost benefit/analysis, etc.). And frequently, the question comes up: how good is one’s measure?
How do you know you REALLY measured what you purported to measure? What is the
relevance of the measure / test?
Course Objectives
This class is designed to provide an introduction to concepts, theories, and methods regarding
psychological testing and measurement. We will focus on areas such as psychometric principles
(e.g., validity and reliability), test and item analysis, test construction, and applications of
psychological testing in a wide variety of settings (such as industry and education). The primary
objectives of this class are as follows:
 Provide you with a fundamental understanding of the core issues in psychological testing
and measurement
 Understand the key techniques undergirding the analysis of tests and measurement
 Be able to interpret and report psychometric properties of tests and scores, such as
reliability and validity
 Distinguish between tests that assess personality vs. ability vs. interests
In addition, as an ongoing string of brief papers, you will analyze the results of a survey entailing
writing a methods and descriptive section and a host of psychometric testing (e.g., reliability,
validity).
* Additional Department Level Learning Objectives: In addition to the objectives outlined
above, other learning objectives identified as important across the Psychology Curriculum that
overlap with this course are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain the roles of persons, situations, and person-situation interactions as causes of
behavior. (SLO 1.3)
Identify appropriate applications of psychology in solving problems such as the
pursuit and effect of healthy lifestyles, origin and treatment of abnormal behavior,
psychological tests and measurements, psychology-based interventions, and the
resolution of interpersonal and intercultural conflicts. (SLO 2.2)
Apply psychological concepts, theories, and research findings as these relate to
everyday life. (SLO 2.4)
Formulate scientific questions using operational definitions. (SLO 3.1)
Generate appropriate methodological techniques for testing specific hypotheses.
(SLO 3.2)
Identify the factors required to make causal inferences about relationships between
variables. (SLO 3.4)
Design a simple self-report measure. (SLO 3.5)
Define, explain, and identify appropriate use of reliability and validity. (SLO 3.6)
Demonstrate understanding of measurement error (both systematic and
unsystematic). (SLO 3.7)
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10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Explain correctly such terms as mean, median, standard deviation, and statistical
significance. (SLO 3.8)
Understand interpret appropriately t, F, r, and r squared. (SLO 3.9)
Evaluate the appropriateness of conclusions derived from psychological research and
the parameters of particular research methods. (SLO 4.3)
Recognize the necessity of and identify specific ethical behavior in all aspects of the
science and practice of psychology. (SLO 5.1)
Be familiar with the rights of human research participants and therapy clients. (SLO
5.2)
Describe the concept of informed consent to research and treatment. (SLO 5.4)
Identify the role that an institutional review board plays in psychological research.
(SLO 5.6)
Identify how sociocultural and international contexts influence individual differences.
(SLO 6.3)
Explain how individual differences influence beliefs, values, and interactions with
others and vice versa. (SLO 6.4)
Understand that research findings may not generalize to all people. (SLO 6.7)
Distinguish between scientific findings and opinions. (SLO 7.2)
Frame questions or generate hypotheses about human behavior based on experiences
and/or exposure to information from scientific literature, the general media, and
specialized sources. (SLO 7.4)
Plan and execute a project that involves data collection. (SLO 8.3)
Prepare a written report based on data they have collected. (SLO 8.4)
Engage in creative thinking by evaluating new ideas with an open but critical mind.
(SLO 9.1)
Demonstrate effective writing skills and use of APA-style in various formats (e.g.,
essays, technical papers). SLO (9.4)
Helpful Hints/Platitudes
Even though this is not a statistics course, much of psychological testing and measurement
involves the incorporation of statistical techniques and/or principles. Hence, even though one of
the chapters in the text will cover basic statistics, it may be helpful to review statistics/research
design notes from prior classes if the need arises.
Course Requirements
1) Given the comprehensive (and cumulative) nature of the curriculum, attendance is strongly
encouraged and should be adhered to per school policy.
2) Brief Papers. A series of papers (2-4 pages, though may be longer for #5 and #6) will be
assigned corresponding to the chapter and related material. The papers will be as follows
(with instructions and details for the paper to be appended on Blackboard). Moreover, there
will be a dataset provided for you that will serve as your primary database for the duration of
this semester. The structure of the database will be discussed in class. The papers to be
assigned are as follows (15 points each):
(1) Paper #1: Inventory Review/Critique and Applicability
(2) Paper #2: Descriptive Statistics--Analysis, Describe, and Report
(3) Paper #3: Psychometric Testing---Reliability
(4) Paper #4: Psychometric Testing---Predictive Validity
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(5) Paper #5: Psychometric Testing---Construct Validity
(6) Paper #6: Psychometric Testing---Survey Critique and Assessing Psychometric Quality
Your papers are expected to be concise, succinct, and typed (and double-spaced, preferably
adhering to APA style....... see 6th Edition of APA publication manual). Further elaboration
and expectations of the papers will be provided in lecture.
Moreover, you have the option of working individually or in small groups (max. n = 3) for the
papers. If you decide to work in a dyad/triad, it may be the better part of prudence to select
your working partner based on their strengths (i.e., facility with SPSS, etc.) so as to optimize
the balance and perceived equity in the group (will discuss social loafing!!).
The assigned papers [as will as text powerpoint slides [that are aggregated by test] and
handouts] can be accessed via Blackboard and only hard-copy (email not acceptable) papers
will be accepted. Late papers will see a 10% reduction in points on daily (1.5 point reduction)
basis-[weekend will count as 2 days]
3) Tests. Mixture of multiple choice, true/false, and short essay. Material will be culled from
text, handouts, and lecture. Bring calculators for each of the tests, but nothing
preprogrammed!! Each test will be worth 100 points. Please bring Scantron Form No. 882-E
(Green) to each test
General etiquette!!: For the consideration of others please turn off and/or do not use any
electronic devices (i.e., texting, surfing the web, sending emails, etc.) during class instruction;
if you have the compelling reason to do so please excuse yourself from the class. Thank you!
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Students with disabilities: ADA/Accommodations: San Diego State University seeks to
provide equal access to its programs, services and activities for people with disabilities.
If you will need accommodations in the class, reasonable prior notice needs to be given to
the Student Disability Services (SDS), 619.594.6473 or online at
http://www.sa.sdsu.edu/sds. SDS will work with you and the instructor to make
arrangements for accommodations. All written information in this course can be made
available in alternative format with prior notification to the SDS.
Academic dishonesty: The Student Code of Conduct is online at
http://www.sa.sdsu.edu/srr/conduct1.html. The academic dishonesty code specifies
actions for behaviors such as cheating on tests, plagiarism, and/or inappropriately
collaborating with others. I will enforce the code in the course; cheating or other
violations will result in appropriate penalties, including a failing grade on the assignment
or in the course, and the reporting of that incident to the Office of Student Rights and
Responsibilities. Students have the right to appeal such action in accord with the due
process.
Grading
23.08% of your grade will be based on the short papers (90 possible points) and 76.92% (300
possible points) will be accorded for the three in-class tests. Total possible points = 390.
Grading will be commensurate with school policy (though contingent on the obtained distribution
of scores, there may be some modification to the grading structure as outlined below). Make-up
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of tests will be granted only when notification is provided prior to test administration. Extra
credit will not be provided in this course!
90% - 100% = A
87% – 89% = A84% - 86% = B+
79 - 83% = B
76% - 78% = B73% - 75% = C+
69% -72% = C
66% - 68% = C61% - 65% = D+
58% - 60% = D
55% - 57% = D0% -54 = F
It is required that all work on the papers be based on your individual effort. This implies that you
did not access other student's work (unless of course your working within a group!!..though you
are not permitted to share work across groups) nor did you plagiarize work compiled by efforts
other than your own. Failure to meet any of these conditions will result in '0' points for the given
paper and measures will be taken as per university policy.
Safety
To be prepared for emergencies, each student is responsible for becoming familiar with the
evacuation plan specific to each classroom. The evacuation plan is posted within each classroom
and should be examined on the first day of class.
Text
Miller, L. A., McIntire, S. A., & Lovler, R. L. (2011). Foundations of Psychological
Testing: A Practical Approach (3rd Edition). LA: CA; Sage.
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Course Schedule
Jan. 21 & 26
What are psychological tests?
Required Readings:
Chap. 1
Jan. 28 & Feb. 2
Why is Psychological testing important?
Required Readings:
Chap. 2
Paper #1 Assigned
Feb. 4 & 9
Is there a right or wrong way to use psychological tests?
Required Readings:
Chap. 3
Paper #1 Due
Feb. 11 & 16
Psychometric Principles: How do test users interpet test scores?
Level of measurement and statistics.
Required Readings:
Chap. 5
Paper #2 Assigned
Feb. 18 & 23
Psychometric Principles: How do test users interpet test scores?
Level of measurement and statistics (con't)
Paper #2 Due
Test #1 (ch. 1, 2, 3, 5)
Required Readings:
Chap. 5
Feb. 25 & Mar. 2
Psychometric Principles: What is Test Reliability?
Required Readings:
Chap. 6
Paper #3 assigned
Mar. 4 & 9
Psychometric Principles: What is Test Reliability? (con't)
Psychometric Principles: How do we gather evidence of validity
based on the content of a test?
Paper #3 Due
Required Readings:
Chap. 6 (con't); chap. 7
Mar. 11 & 16
Psychometric Principles: How do we gather evidence of validity
based on the content of a test? (con't)
Psychometric Principles: How Do We Gather Evidence of Validity
Based on a Test’s Relationships With External Criteria
Required Readings:
Chap. 7 (con't); Chap. 8
Paper #4 assigned
Mar. 18 & 23
Psychometric Principles: How Do We Gather Evidence of Validity
Based on a Test’s Relationships With External Criteria (con't);
Psychometric Principles: How Do We Gather Evidence of Validity
Based on a Test’s Relationship With Constructs?
Required Readings:
Chap. 8 (con't); Chap. 9
Paper #4 Due
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3/30-4/3
Spring Break----No Class!!!!
Mar. 25 & Apr. 6
Test #2 (ch. 6, 7, 8, 9 & ch. 13 (pp. 401-406))
Psychometric Principles: How Do We Gather Evidence of Validity
Based on a Test’s Relationship With Constructs? (con't)
Norm and Criterion-Referenced and Authentic Assessment
Required Readings:
Chap. 9 (con't)
Chap. 13: pp. 401-406
Apr. 8 & 13
How Do We Construct, Administer, and Use Survey Data?
Survey Design & Construction.
Required Readings:
Chap. 10
Paper #5 Assigned
Apr. 15 & 20
How Do We Construct, Administer, and Use Survey Data?
Survey Design & Construction.
How Do We Develop a Test?
Required Readings:
Chap. 10-11
Paper #5 Assigned
Apr. 22 & 27
How Do We Develop a Test? (con’t)
How do we Assess the Psychometric Quality of a Test
Required Readings: Chap. 11-12
Paper #5 Due
Paper #6 Assigned
Apr. 29 & May 4
How do we Assess the Psychometric Quality of a Test (con’t)
How are Tests Used in Organizational Settings
Required Readings:
Chap. 12 & 15
Paper #6 Due
May 6
How are Tests Used in Organizational Settings (con’t)
Required Readings:
Chap. 15
May 13
Final Exam: 1530-1730 (3:30 to 5:30 pm) (per catalogue)
Test #3 (ch. 10, 11, 12 & 15)
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