North Carolina State University s1

NORTH CAROLINA STATE UNIVERSITY

GRADUATE COURSE ACTION FORM

NOTE: Click once on shaded fields to type data. To check boxes, right click at box, click “Properties”, and click “Checked” under Default Values.

Department/Program / Curriculum and Instruction
Course Prefix/Number / EDP 560
Previous Prefix/Number
Date of Last Action
Course Title / Educational Testing and Measurement
Abbreviated Title / ED_TEST_MEASURE
Scheduling Fall Spring Summer Every Year
Alt. Year Odd Alt. Year Even Other
Credit Hours 3 / Offered by Distance Education Only
Contact Hours Lecture/Recitation 3 Seminar Laboratory Problem
Studio Independent Study/Research Internship/Practicum/Field Work
Grading / ABCDF S/U
Instructor / Jason W. Osborne
Graduate Faculty Status Associate Full

TYPE OF PROPOSAL

New Course
Drop Course
Course Revision
Dual-Level Course
REVISION
Content
Prefix/Number
Title
Abbreviated Title
Credit Hours
Contact Hours
Grading Method
Pre-Corequisites
Restrictive Statement
Description
Scheduling
Anticipated Enrollment / Per semester 25 Max.Section 30 Multiple sections Yes No
Prerequisite(s) / Graduate Standing
Corequisite(s)
Pre/Corequisite for
Restrictive Statement
Curricula/Minors
Required
Qualified Elective / Master’s degree students in College of Education or College of Humanities and Social Sciences
Proposed effective date / Fall 2003 / Approved effective date ______
Catalog Description: The study of principles of educational testing and measurement, particularly classroom assessment, including norm and criterion referenced assessment, classroom testing methods and principles, standardized testing and measurement, item analysis, and an introduction to basic descriptive statistics. A brief introduction to innovative assessment is also included.

DOCUMENTATION AS REQUIRED

Please number all document pages

Course Justification

Proposed Revision(s) with Justification

Student Learning Objectives

Enrollment for Last 5 Years

New Resources Statement

Consultation with other Departments

Syllabus (Old and New)

Explanation of differences in requirements of dual-level courses

Recommended by:

______

Department Head/Director of Graduate Programs Date

Endorsed by:

_________

Chair, College Graduate Studies Committee Date

______

College Dean(s) Date

Approved:

______

Dean of the Graduate School Date

Justification

This course is a necessary aspect of teacher preparation. Traditionally, Psychology has offered PSY 535 Tests and Measurements as a service to the College of Education. However, PSY 535 does not focus on educational measurement, such as classroom testing and portfolio assessment, preferring instead to focus on measurement psychologists need, including personality inventories, standardized testing, and measurement in research. The College of Education needs to train future teachers in principles of Educational Testing and Measurement, particularly classroom assessment and educational testing principles, such as standardized achievement testing. None of these principles is a focus of PSY 535. Thus, we propose this course to serve this need within the College of Education.

Student Learning Objectives

1. Be able to describe different measurement scales.

2. Be able to describe the implications of testing and measurement, such as labeling students

3. Be able to describe the relative advantages and disadvantages of different types of tests/items, such as open vs. closed-ended items, pop quizzes vs. announced quizzes, frequent vs. infrequent testing.

4. Be able to evaluate and write good true-false, multiple choice, matching, fill-in-the-blank, and essay test items.

5. Be able to discuss best practices in scoring different types of classroom test items, including strategies for reducing bias in grading.

6. Be able to discuss how to make valid and reliable observations under controlled and naturalistic conditions.

7. Be able to produce and interpret measures of central tendency, variability, percentiles and z-scores, variable distributions.

8. Be able to perform and interpret the results from an item analysis.

9. Be able to discuss and calculate reliability indices.

10. Be able to discuss and calculate validity indices.

11. Be able to discuss important considerations in choosing and interpreting the results of different types of standardized tests, including achievement and aptitude tests, intelligence tests, personality inventories, etc.

12. Be able to discuss best practices in the use of innovative assessment such as portfolios and computer-based assessment.

Enrollment for Last 5 Years (PSY 535—we expect that many of the education students who previously took PSY 535 will now register for EDP 560):

Year Fall Spring

1998-99 19 14

1999-00 29 n/a

2000-01 28 29

2001-02 17 23

2002-03 35

New Resources required

No new resources required. This course will be offered as part of the instructor’s normal course load.

Consultation with other departments

In the Memorandum of Understanding between the College of Education and the College of Humanities and Social Sciences that guided the move of the Department of Psychology from CED to CHASS, the College of Education specifically reserved the right to develop a measurement course to serve our needs, as follows (excerpted directly from the text of the MOU):

The Department of Psychology will continue to teach and provide needed access to certain educational and adolescent development psychology courses for undergraduate and graduate students, namely:

- PSY 476 Psychology of Adolescent Development,

- PSY 535 Tests and Measurements, and

- PSY 582 Adolescent Development

The Department of Psychology intends to no longer offer the following courses

- PSY 304 Educational Psychology and

- PSY 596 Advanced Educational Psychology,

and acknowledges and agrees in principle with the intention of the College of Education to develop needed course offerings in all of these areas to meet the specific educational needs of College of Education programs.

An endorsement from the Psychology Department Director of Graduate Programs is attached, as well.

Course Syllabus

See attached

Textbooks, software, publication dates, and prices

Principles of Educational and Psychological Measurement and Evaluation, Gilbert Sax, 4th edition, 1997, $59.99

Study guide for Principles of Educational and Psychological Measurement and Evaluation, Gilbert Sax, 4th edition, 1997, $30.56 (optional)

EDP 560: Educational Testing and Measurement

Instructor: Jason Osborne Office: Poe 608H

Phone (919) 515-1714 Office Hours: M, W, 2:30-4 PM or by appt.

Email:

Web page: http://www4.ncsu.edu/~jwosbor2/home.html

PREREQUISITES: graduate standing or permission of instructor

Texts:

· Principles of Educational and Psychological Measurement and Evaluation, Gilbert Sax, 4th edition, 1997, $59.99

· Study guide for Principles of Educational and Psychological Measurement and Evaluation, Gilbert Sax, 4th edition, 1997, $30.56 (optional)

Overview: This course is designed to introduce you to some of the basics of educational testing and measurement. We will focus on testing in the classroom, but will also discuss issues relating to standardized testing.

<div align="left">Grading:

Letter Grade / Points needed / What this grade means
A+ / 97 points / Demonstrated the highest level of mastery of concepts, including the ability to apply these concepts to real situations
A / 93 points
A- / 90 points
B+ / 87 points / Demonstrated mastery and ability to apply at least some of these concepts to real situations
B / 83 points
B- / 80 points
C+ / 77 points / Demonstrated mastery of basic concepts
C / 73 points
C- / 70 points
D+ / 67 points / Demonstrated minimal mastery of topics
D / 63 points
D- / 60 points
F / < 60 points / Failed to demonstrate mastery of any topics

Course Objectives

1. Be able to describe different measurement scales.

2. Be able to describe the implications of testing and measurement, such as labeling students.

4. Be able to evaluate and write good true-false, multiple choice, matching, fill-in-the-blank, and essay test items.

5. Be able to discuss best practices in scoring different types of classroom test items, including strategies for reducing bias in grading.

6. Be able to discuss how to make valid and reliable observations under controlled and naturalistic conditions.

7. Be able to produce and interpret measures of central tendency, variability, percentiles and z-scores, variable distributions.

8. Be able to perform and interpret the results from an item analysis.

9. Be able to discuss and calculate reliability indices

10. Be able to discuss and calculate validity indices.

12. Be able to discuss best practices in the use of innovative assessment such as portfolios and computer based assessment.

Tentative course outline:

Date: / Topic & Assignment
Unit #1
Chapter 1: The role of measurement, testing, and evaluation in education
Do Ex. #1.
Chapter 2: Social, legal, and ethical implications of educational testing
Chapter 3: Planning for the teacher-made test
Do Exercise #2
Chapter 4: Principles of test construction: True-false, multiple-choice, and matching items
Chapter 5: Principles of test construction: Completion and essay tests.
Do Exercise #3
Chapter 6: Ratings, observations, and the measurement of performance
TEST #1. Exercise #3 due not later than today.
Chapter 7: Summarizing and interpreting measurements. .
Chapter 8: Evaluating items: Item analysis and interpretations.
Do Exercise #4.
Chapter 9: Assessing the reliability of measurements.
Chapter 10: Assessing the validity of inferences. Do Exercise #5
TEST #2. Exercise #4, 5 due not later than today.
Chapter 11: Standards for selecting and evaluating standardized tests for educational purposes
Chapter 12: The nature and measure of intelligence
Chapter 14: Standardized measures of academic achievement
Chapter 15 & 16: Computer based assessment and portfolios
TERM PROJECT DUE

University Policy on Academic Integrity

North Carolina State University requires a statement on academic integrity in each course syllabus. “The act of submitting work for evaluation or to meet a requirement is regarded as assurance that the work is the result of the student’s own thought and study… except as… references, or footnotes acknowledge the use of other sources. Submission of work used previously must first be approved by the instructor.” More information on the University policy can be found at http://www.ncsu.edu/provost/fh/acaintegrity.htm

Academic Accommodations

It is the intent of the faculty in the College of Education – as well as all faculty at NCSU -- to facilitate the full participation of all students regardless of disability. Please contact and inform the instructor by the end of the first class attended if you are a student who requires special accommodations in curriculum, instruction, assessment, or classroom condition in order to participate fully in the course.

The NCSU disabilities services web page can be accessed at: http://www.ncsu.edu/equal_op/dss/

Mail Message
Close / Previous / Next / Forward / Reply to Sender / Reply All / Move / Delete / Read Later / Properties
From: / "Donald H. Mershon" <>
To: / Jason Osborne
Date: / Thursday - October 24, 20029:55 PM
Subject: / Re: EDP 560 - CAF for new course
Mime.822(5159bytes) / [Save As]
Re: Proposed New Course
I have examined the Course Action Form for EDP 560 Educational
Testing and Measurement, as well as the sample syllabus. I have
consulted with several relevant faculty members in the Department of
Psychology (specifically, those who teach or who might teach in the
general area of measurement and testing).
I am therefore writing as our Director of Graduate Programs to
indicate that Psychology has no objection to approval of the new
course as described in the revised CAF. Although there is some
unavoidable overlap, the primary thrust of EDP 560 would be
sufficiently different from our basic measurement offering (PSY 535)
that we hereby go on record as supporting approval of the new course.
Please contact me if you need further information.
Don Mershon
***********************************************************
Donald H. Mershon, Ph.D.
Associate Department Head & Director of Graduate Programs
Dept. of Psych. (Box 7801), NC State Univ., Raleigh, NC &nbsp27695
Office: &nbspPoe Hall 640-C Voice: (919) &nbsp515-1724
FAX: (919) 515-1716
***********************************************************