TESTS AND MEASUREMENT
PSY 444 and 544
Spring 2006
Instructor: Andrew Downs, Ph.D.
Office: PS 432
Office Hours: TBA
Email: downsa@cwu.edu
Class Time: 8:00-8:50 MTRF
Classroom: PS 260
Phone: 963-2379
Course Description: This 4-credit course is designed to introduce students to the field of
psychological assessment. Course content will primarily be delivered via lecture;
however, students will also participate in several in-class cooperative learning projects
designed to complement the material covered by the lectures. Please note this course is
not designed to teach students to administer, score, or interpret psychological tests. The
course focuses on test theory and the fundamentals of measurement, including the
psychometric properties that support the use of various assessment methods. At the
completion of this course students will understand test theory and how psychological
assessments are developed and used in various settings. Please remember, completing
this course does not qualify you to use any of the assessment methods introduced.
Text:
McIntire, S.A., & Miller, S.A. (2000). Foundations of psychological testing.
Boston, MA: McGraw-Hill.
Additional Reading:
A minimum of 10 research articles examining the psychometric properties of
psychological tests.
Course policies:
1. Expectations: You are expected to attend every class on time, read the assigned
material before class, participate in class activities, and ask and answer questions.
Do your part to make this a fun and interesting class. If you are excessively absent
from class, your grade may be lowered at my discretion.
2. Quizzes: Quiz format may include multiple choice, short answer, and short
essay, and will cover material from lectures, readings, and videos. There will be
five regular quizzes administered during the quarter (60 points each). If you miss
a quiz or have a low quiz score that you would like to get dropped, you will have
the option of taking the comprehensive “make up” exam at the end of the quarter.
Only five quiz scores will count towards your final grade, so if you take all five
regular quizzes and the optional make up, your lowest quiz score will be dropped.
No other make up exams will be allowed.
3. Research Paper: (120 points) You will be required to individually research and
prepare a 12 page paper critiquing a psychological test of your choice. This
assignment requires that you obtain, read, and cite at least 5 peer-reviewed
journal articles that are relevant to the test you choose. Because this is a research
paper you need to use specific examples from the research literature throughout to
support your statements. In general, the more specific and detailed your paper is,
the better your grade will be. Your paper will be graded according to the
following criteria:
General Descriptive Information (10 points)
 Title, author, first publication date, revision dates
 Where test can be obtained, permission/training required to use, cost
Purpose and Nature of the Test (25 points)
 What the test measures, including all subscales
 What behavior the test requires of the taker
 Test target audience
 Nature of the test (objective/subjective, maximal performance/behavior
observation/self-report, standardized/non-standardized)
 Test format
 What is the test used for?
 Specific examples of how the test has been used by researchers and
practitioners
Technical Evaluation (30 points)
 Describe the norm group
 Norm information provided (%iles, means, standard scores, etc.)
 Selection of norm group
 Subgroup norms
 Reliability
 How was reliability determined?
 Validity
 How was validity determined?
Test Reviews (15 points)
 According to the research what are the strengths and weaknesses of the
test?
Evaluation (25 points)
 Is the test a good measure of the construct it is intended to measure?
 Describe why or why not.
APA Style (10 points)
 References, in-text citations (-1 for each error)
 5 Adequate research articles used
Grammar, spelling, organization (5 points)
 -1 for each error
4. Group Presentations (90 points) You will work together in small groups, and will
be expected to research, prepare, and present a 25-minute presentation critiquing a
psychological test of your choice. The test must be a different one than group
members critiqued for their research paper. Your presentation should be of
professional quality, and the use of visual aids is highly recommended. It is expected
that you will be “well rehearsed” and prepared to answer questions following your
presentation. You will also provide a 2-3-page summary of your presentation,
including a summary of the contributions of each group member, and an APA-style
reference list of the sources used (minimum of 5, at least 4 of which are peerreviewed journal articles, and NO newspapers or magazines) to prepare your
presentation. If you are unfamiliar with APA-style, you should refer to the
Publication Manual of the American Psychological Association, 5th Edition, available
in the library reference section, or in the Psychology Department office. You will
sign up for your presentation date in class. The presentation will be worth 90 points
and you will be evaluated as a group and for your individual contribution. Graduate
students will be responsible for organizing their group and assigning work to
undergraduate students. Group members should contribute equally in the preparation
and presentation of the project. The presentations should follow the same general
format as the research papers and will be graded as follows:
General Descriptive Information (5 points)
 Title, author, first publication date, revision dates
 Where test can be obtained, permission/training required to use, cost
Purpose and Nature of the Test (15 points)
 What the test measures, including all subscales
 What behavior the test requires of the taker
 Test target audience
 Nature of the test (objective/subjective, maximal performance/behavior
observation/self-report, standardized/non-standardized)
 Test format
 What is the test used for?
 Specific examples of how the test has been used by researchers and
practitioners
Technical Evaluation (20 points)
 Describe the norm group
 Norm information provided (%iles, means, standard scores, etc.)
 Selection of norm group
 Subgroup norms
 Reliability
 How was reliability determined?
 Validity
 How was validity determined?
Test Reviews (10 points)
 According to the research what are the strengths and weaknesses of the
test?
Evaluation (20 points)
 Is the test a good measure of the construct it is intended to measure?
 Describe why or why not.
Presentation quality (15 points)
 Organization, professionalism, delivery, creativity
APA Style (5 points)
 References, in-text citations (-1 for each error)
 5 Adequate research articles used
If you have any questions about the presentation or the research paper assignments
ask me for assistance sooner rather than later, and I will be happy to help you.
5. Class Projects: (30 points) You will complete several small group projects in class
throughout the quarter. You will receive five points for each day you participate in
a group project. If you are not in class the day of a group project, you will not
receive any points for that project.
6. Extra credit: All students will have the opportunity to earn up to 15 extra credits
points by participating in more than the six graded in-class group projects. In other
words, if you come to class regularly you will have more than six opportunities to
participate in the group projects and you may earn up to 45 points total for
participating in those class projects.
7. Grading:
a.
b.
c.
d.
Quizzes:
Research paper:
Group presentation:
Class projects:
5 x 60 points each = 300 points
1 x 120 points each = 120 points
1 x 90 points each = 90 points
6 x 5 points each = 30 points
Total
= 540 points
e. Extra credit:
Possible points
= 15 points
f. Graduate students: Your quizzes will be more difficult and your paper
will be held to a higher standard for all grading criteria.
93% (502)
90% (486)
87% (469)
83% (448)
80% (432)
77% (415)
=A
= A= B+
=B
= B= C+
73% (394)
70% (378)
67% (361)
63% (340)
60% (324)
59% (<324)
=C
= C= D+
=D
= D=F
Please note that grades will not be “curved,” and there will be no
opportunities to earn extra credit other than those listed on the syllabus.
7.
Academic dishonesty: Cheating on exams and plagiarizing are prohibited. If
you are caught cheating or plagiarizing you will receive a “0” for the exam or
assignment and the incident will be reported to Student Affairs. A second
offense will net you an “F” for the course, and possible further disciplinary
action by the University.
8. Students who have special needs or disabilities that may affect their ability to
access information or material presented in this course are encouraged to contact
me or the ADA Compliance Officer and Director on campus at 509-963-2171 for
additional disability-related educational accommodations.
9. Blackboard: All course study guides and grades will be posted on the class
Blackboard site. Instructions for accessing the site will be given in class.
Tentative schedule:
DATE
3/28
3/30
3/31
4/3
4/4
4/6
4/7
4/10
4/11
4/13
4/14
4/17
4/18
4/20
4/21
4/24
4/25
4/27
4/28
5/1
5/2
5/4
5/5
5/8
5/9
5/11
5/12
5/15
5/16
5/18
5/19
5/22
5/23
5/25
5/26
5/29
5/30
5/30
6/1
6/2
TBA
TOPIC
Introduction, Categorizing Tests
Categorizing Tests, Learning About Tests
Learning About Tests, Ethics
Ethics, Special Populations
Special Populations, Quiz Review
QUIZ #1
Interpreting Test Scores
Interpreting Test Scores
Interpreting Test Scores, Reliability
Reliability
Reliability
Reliability, Quiz Review
QUIZ #2
Validity
Validity
Decision Making
Decision Making
No Class – Presentation Work Day
No Class – Presentation Work Day
Construct Validity
Construct Validity, Quiz Review
QUIZ #3
Developing Tests
Developing Tests
Developing, Piloting Tests
Presentations
Presentations
Piloting and Revising Tests
Piloting and Revising Tests
Survey Data
Survey Data
QUIZ #4
Tests in Education
Tests in Education, Clinical Settings
Tests in Clinical/Counseling Settings
No Class- Memorial Day
Research Papers Due in Class
Tests in Clinical/Counseling Settings
Tests in Organizations, Quiz Review
QUIZ #5
OPTIONAL FINAL EXAM
REQUIRED READING
Syllabus, Ch 1
Ch 1 & 2
Ch 2 & 3
Ch 3 & 4
Ch 4
Chs 1-4
Ch 5
Ch 5
Ch 5, 6
Ch 6
Ch 6
Ch 6
Chs 5-6
Ch 7
Ch 7
Ch 8
Ch 8
Chs 7-9
Ch 10
Ch 10
Ch 10 & 11
Ch 11
Ch 11
Ch 12
Ch 12
Chs 10-12
Ch 13
Ch 13 &14
Ch 14
Ch 14
Ch 15
Chs 1-15
This course meets the following Washington State Residency-Level Benchmarks for
School Counselors. These standards are reflected in WAC 180-78A-270 (a) (5) [Rev.
12/3/04].
PSY 544, Tests and Measurements (4 credits)
STANDARD 2: School Counseling and Student Competencies. Certified school
counselors know and can integrate academic, career, and personal/social student
competencies, including Washington State Learning Goals and Essential Academic
Learning Requirements, into the school counseling program; can teach counseling and
guidance related material by using effective curriculum, instructional strategies, and
instructional management; support teachers and parents in helping students develop
knowledge and skill for learning, living and working; and provide information about best
practices to a school community.
Standard 02-1. Identifies needs of students in academic, career, personal, and social
domains and determines positive impact on student learning;
STANDARD 9: Student Assessment and Program Evaluation. Certified school
counselors understand the basic principles and purposes of assessment; collection and use
of data; regularly monitor student progress and are able to communicate the purposes,
design, and results of assessments to various audiences; know basic principles of research
design, action research, and program evaluation for purposes of program improvement
and accountability.
Standard 09-1. Assesses, interprets, and communicates results to students, faculty, and
parents and community with respect to aptitude, achievement, interests, and learning
styles;
Standard 09-3. Collaborates with staff concerning assessment of students with special
needs;
Standard 09-4. Interprets results of Washington Assessment of Student Learning (WASL)
and/or other informal/formal assessments to a variety of audiences;
STANDARD 11: Professionalism, Ethics, and Legal Mandates. Certified school
counselors develop a professional identity congruent with knowledge of all aspects of
professional functions, professional development, and state and national school counselor
organizations. They adhere strictly to the profession's codes of ethics, especially those
that have been established by the American Counseling Association (ACA), the
American School Counselor Association (ASCA), the National Board for Certified
Counselors (NBCC), and other relevant codes of ethics. They are familiar with state and
federal policies, laws, and legislation relevant to school counseling.
Standard 11-1. Writes and speaks effectively in formal and informal communications;
Standard 11-7. Promotes appropriate use of assessment tools and presentation of relevant,
unbiased data.
This course addresses the following 2001 curriculum standard(s) for the Council for
Accreditation of Counseling and Related Educational Programs (CACREP) under
Section II (Program Objectives and Curriculum) and Standards for Mental Health
Counseling Programs:
K-7. ASSESSMENT studies that provide an understanding of individual and group
approaches to assessment and evaluation, including all of the following:
a. historical perspectives concerning the nature and meaning of assessment;
b. basic concepts of standardized and non-standardized testing and other
assessment techniques including norm referenced and criterion referenced assessment,
environmental assessment, performance assessment, individual and group test and
inventory methods, behavioral observations, and computer managed and computer
assisted methods;
c. statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and correlations;
d. reliability (i.e., theory of measurement error, models of reliability, and the use of
reliability information);
e. validity (i.e., evidence of validity, types of validity, and the relationship between
reliability and validity;
f. age, gender, sexual orientation, ethnicity, language, disability, culture,
spirituality, and other factors related to the assessment and evaluation of individuals,
groups, and specific populations;
g. strategies for selecting, administering, and interpreting assessment and
evaluation instruments and techniques in counseling;
Learner Outcomes and Methods of Assessment for
PSY 544: Tests and Measurement
CACREP
Standard
K-7a
K-7b
State
Standard
(WAC)
180-78A270-a(5)
02-1
K-7c
K-7d
K-7e
K-7f
180-78A270-a(5)
09-3
11-7
K-7g
180-78A270-a(5)
Learner Outcomes
Students will demonstrate knowledge of
historical perspectives concerning the
nature and meaning of assessment.
Assessment
Exams
Research paper
Class group
projects
Students will demonstrate knowledge of
Exams
various methods of standardized and non- Research paper
standardized assessment of individuals and Class group
groups.
projects
Students will demonstrate knowledge of
Exams
statistical concepts, including scales of
Research paper
measurement, measures of central
Class group
tendency, indices of variability,
projects
distributions, and correlations.
Students will demonstrate knowledge of
Exams
reliability and validity, the use of
Research paper
reliability information, and the
Class group
relationship between reliability and
projects
validity.
Students will demonstrate knowledge of
Exams
how age, gender, sexual orientation,
Research paper
ethnicity, language, disability, culture,
Class group
spirituality, and other factors relate to
projects
assessment of individuals and groups.
Students will demonstrate knowledge of
Exams
strategies for selecting, administering,
Research paper
02-1
09-1
09-4
11-7
180-78A270-a(5)
09-1
09-3
09-4
11-1
11-7
interpreting, and utilizing assessment
instruments and techniques in counseling,
educational, and organizational settings.
Class group
projects
Oral presentation
Students will effectively communicate in
written and oral formats understanding of
the psychometric properties of
assessments and the principles behind
appropriate selection, administration,
interpretation, and presentation of
unbiased and relevant assessment results
to colleagues, students, families, and the
community.
Research paper
Class group
projects
Oral presentation