COURSE SYLLABUS OUTLINE Department: Educational Studies, Leadership and Counseling Course Number: GUI 683 Credit Hours: 3 semester hours I. Title: Tests and Measurements II. Catalog Description: The selection, administration, and uses of psychological tests are discussed with emphasis on application in various settings. Usually taken within the first nine hours. III. Purpose: See Course Objectives IV. Course Objectives: (KY School Counselor Standards 2, 3, 6, 7) A. Have an understanding of the role of measurement, testing, and evaluation to include social, legal and ethical implications to include 1995 ACA Code of Ethics. B. Study the principles and methods of test construction. C. Develop skills in summarizing and interpreting measurements to include the statistics required for the presentation, analysis, and interpretation of numerical data. D. Have a knowledge of evaluating tests and measurements through the study of Reliability and Validity. E. Study and practice in selecting, evaluating and using standardized tests to include: intelligence, aptitudes, achievement, interests, attitudes and values, and personality. F. Understanding of the process of evaluating individual progress and in evaluating programs. G. Have an awareness of the factors involved in designing and implementing a coordinated testing program or system appropriate to a variety of fields or work settings. H. Be able to identify and discuss current issues, trends, and concerns in the measurement field.
I. Be aware of the central role assessment plays in KERA's Learning Experiences and have an understanding of performance assessments and portfolio assessments. V. Content Outline: A. The Role of Measurement, Testing, and Evaluation. B. Social, Legal, and Ethical Implications of Testing. C. Observation Methods, Rating, and Ranking. D. Summarizing and Interpreting Measurements (Statistics). E. The Reliability and Validity of Measurement. F. Standardized Tests: selecting and evaluating, intelligence, aptitudes, academic achievement, interests, attitudes, values, and personality. G. Evaluating individual progress. H. Evaluating programs. I. Test-Taking Skills J. Interviewing and Observational Techniques K. Adaptive Testing L. Working with Special Populations M. Consulting with Parents, Teachers, and Professionals N. Disseminating Results: Counseling strategies O. Written Test Reports P. School Testing Programs Q. Testing in Mental Health and Non-School Setting R. Current Trends and Issues S. Tests and Test Publishers T. Assessment of Adjustment U. Learning Styles V. Assessment of Development W. Environmental Assessment X. Alternate and Authentic Assessment Technique Y. Career and Employment Testing VI. Instructional Activities: The principles, attitudes, and skills emphasized and taught are concerned with the acquisition and knowledge, extension and refinement of information and activities, general and specific application, and a genuine concern to develop and practice with professionalism. Instructional Focus Key (For how learning will be accomplished assessed) 1. Acquisition/Integration Assessment 2. Extension/Refinement A. Portfolio 3. Application B. On Demand Task
4. Reflection 5. Professionalism A. Lecture and class discussion concerning theory and application. (1-B) B. Hands-on critique and evaluation of standardized tests and published materials. (3A) C. Study of statistics to include application, use, and understanding of specific formulas assessing central tendency, variability and correlation. (1-B) D. Read, review, and critique professional journal articles. (3A) E. Develop a professional file representing the areas of tests and measurements. (3A, 3B) F. Relate testing and assessment to KERA assessment. (3B) VII. Field and Clinical Experiences: None VIII. Resources: A. Association for Measurement and Evaluation in Counseling and Development (AMECD). B. Standards for Educational and Psychological Testing, American Psychological Association, 1985. C. See Addendum for Bibliography. IX. Grading and Evaluation Procedures: See separate sheet for detailed evaluation procedures. X. Attendance Policy: This course adheres to the policy published in the MSU Graduate Bulletin. XI. Academic Honesty Policy: Cheating, plagiarism (submitting another person s material as one s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers or the presentation or unacknowledged material as if it were the student s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
XII. Text and References: A. Text: Drummond, Robert J., Appraisal Procedures For Counselors and Helping Professionals, Third Edition. Merrill/Prentice-Hall, 1995. B. References: 1. Anastasi, Anne, Psychological Testing, 6th Ed., Macmillan, 1988. 2. Cronbach, Lee J., Essentials of Psychological Testing, 5th Ed., Harper and Row, 1990. C. See Addendum for Bibliography. XIII. Prerequisites: Admission to graduate study at Murray State University and graduate standing.
ADDENDUM GUI 683, TESTS AND MEASUREMENTS Bibliography/Reference List 1. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, Standards for Educational and Psychological Testing, American Psychological Association, Washington, D.C., 1985. 2. Anastasi, Anne, Psychological Testing, 6th Ed., Macmillan, 1988. 3. Buros, Oscar K., The Mental Measurements Yearbooks, I-IX Editions, Gryphon Press, 1941-1985. 4. Cronbach, Lee J., Essentials of Psychological Testing, 5th Ed., Harper & Row, 1990. 5. Eysenck, H. J. The Structure and Measurement of Intelligence, 6. Groth-Marnot, G., The Handbook of Psychological Assessment, Van Nostrand Reinhold, 1984. 7. Guilford, J. P., "Some Changes in the structure of Intellect Model," Educational and Psychological Measurement, Vol 48, 1-4, 1988. 8. Kaufman, Allen S., and McLean, J.E., "Joint Foster Analysis of the K-ABC and WISC-R with Normal Children, "Journal of School Psychology, Vol. 25, 195-118, 1987. 9. Sattler, J.M., Assessment of Children's Intelligence and Special Abilities, 3rd ed., San Diego, Author, 1988. 10. Sax, Gilbert, Principles of Educational and Psychological Measurement and Evaluation, Third Edition, Wadsworth, 1989. 11. Thorndike, Cunningham, Thorndike, and Hagen, Measurement Evaluation in Psychology and Education, Fifth Edition, Macmillan, 1991. 12. Cohen, Swerdlik, and Smith, Psychological Testing and Assessment, Second Edition, Mayfield, 1992.
Wagner SYLLABUS GUI 683, Tests and Measurements I. Semester: Spring, 1998 II. Course Number and Title: III. Class Location and Time: IV. Instructor: GUI 683-85, Tests and Measurements. MSU, Regional Center Room 103 3000 S. Irvin Cobb Dr. 554-8132 Monday, 5:00-8:00 p.m. Tom L. Wagner, Ph.D. Department of Educational Leadership and Counseling. V. Office Location: 428 Wells Hall, Murray State University, Murray, KY. VI. Office and Home Telephone: Office: (502) 762-2799 Home: (502) 753-1818 Fax: (502) 762-3799 VII. Availability for Conferences: VIII. Special Considerations: Student conferences before class period and at the MSU campus office by arrangement as needed. See Syllabus and Course Outline.