Development, administration, scoring, analysis, and
interpretation of classroom educational assessments used in the
service of instruction and accountability objectives.
Traditional as well as current approaches (portfolios,
performance assessments). Although classroom approaches are
emphasized, standardized measures are also studied.
Athena Title
Applied Educational Assessment
Equivalent Courses
Not open to students with credit in ERSH 4600, ERSH 6600, ERSH 6600E
Non-Traditional Format
This course will be taught 95% or more online.
Pre or Corequisite
Students must be enrolled in a professional program to register for this course
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Student learning Outcomes
The successful student will be able to define various types of validity.
The successful student will be able to select the type of validity appropriate and required for a given purpose.
The successful student will be able to discuss the effects of situational variables on validity.
The successful student will be able to define various types of reliability.
The successful student will be able to select the type of reliability appropriate and required for a given purpose.
The successful student will be able to choose appropriate means to increase the reliability of a test.
The successful student will be able to interpret basic statistics.
The successful student will be able to represent statistical concepts and values graphically.
The successful student will be able to compare and contrast different types of tests.
The successful student will be able to translate from one score scale to another using common rules.
The successful student will be able to describe the process of norming.
The successful student will be able to generalize about a student's performance based on observed test scores.
The successful student will be able to identify the parts of a test item.
The successful student will be able to write assessment objectives and specifications.
The successful student will be able to devise distractor strategies for test items.
The successful student will be able to write test items to a specific objective and vice versa.
The successful student will be able to create a valid and reliable performance assessment task.
The successful student will be able to design a scoring rubric for a performance task.
The successful student will be able to define DIF and distinguish it from adverse impact and bias.
The successful student will be able to describe means to reduce or eliminate DIF and bias.
The successful student will be able to describe appropriate procedures for setting passing scores.
The successful student will be able to describe appropriate and inappropriate activities in test preparation.
The successful student will be able to describe advantages and problems associated with performance assessments.
The successful student will be able to design a simple performance assessment and scoring procedure.
