Course Description
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.
Additional Requirements for Graduate Students:
All students will create an assessment. Graduate students will be required to complete a more comprehensive project and, where possible, field-test. They will also have a considerably heavier reading assignment.
Athena Title
Applied Educational Assessment
Equivalent Courses
Not open to students with credit in ERSH 4600E or ERSH 6600E
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
The overall goal of the course is to provide information and practice on basic concepts of testing and measurement, from the perspective of a test development professional. The successful student will be able to: (Validity) define various types of validity. select the type of validity appropriate and required for a given purpose. discuss the effects of situational variables on validity. (Reliability) define various types of reliability. select the type of reliability appropriate and required for a given purpose. choose appropriate means to increase the reliability of a test. (Basic statistical concepts) interpret basic statistics. represent statistical concepts and values graphically. (Scaling, norming, types of scores) compare and contrast different types of tests. translate from one score scale to another, using common rules. describe the process of norming . generalize about a student's performance based on observed test scores. (Item and task creation) identify the parts of a test item. write assessment objectives and specifications. devise distractor strategies for test items. write test items to a specific objective and vice versa. create a valid and reliable performance assessment task. design a scoring rubric for a performance task. (Differential Item Functioning-DIF) define DIF and distinguish it from adverse impact and bias. describe means to reduce or eliminate DIF and bias. (Standard Setting) describe appropriate procedures for setting passing scores. (Test Preparation) describe appropriate and inappropriate activities in test preparation. (Performance Assessment) describe advantages and problems associated with performance assessments. design a simple performance assessment and scoring procedure. Students are expected to: Read the text and other materials. Participate in class lecture, discussion, hands-on work. Review a published test. Complete a take-home examination. Design a test.
Topical Outline
Introduction Overview of Measurement Validity Basic Statistical Concepts Reliability Scaling Norming Types of Scores Criterion-Referenced Test Norm-Referenced Test Test Construction Objectives Specifications Item Writing Performance Assessments Differential Item Functioning Standard Setting Program Evaluation and Accountability Measuring Affective Outcomes