Texas A&M University—Central Texas
Department of Psychology & Counseling
PSYK 581.110 x/lst MHCK 581.110 Course Outline
Spring,2016
Course: Assessment & Evaluation Fundamentals
Instructor: Mee-Gaik Lim, Ph.D
Office: Offsite
Phone: 830.620.7142
Email:
Office Hours: Monday-Thursday 9:00-2:00pm
Term Dates: Jan 19-May 6, 2016
Class Times: Online
Mode of instruction and course access:
This course will be conducted using a variety of instructional methods and learning activities, including but not limited to discussion boards, exams, written activities, assigned readings, online activities, and virtual lectures.
This course is a 100% online course and uses TAMUCT/Tarleton State University’s Blackboard system ( will use your University ID (UID) and the 6-digit University PIN to logon to this system.
Student-instructor interaction:
I generally log into Blackboard daily from Monday to Friday to respond to your posts. Feel free to ask class related questions via the courseroom email or you can reach me at or by phone 830.620.7142.
Check the course website at least four times per week.Students are expected to spend 6-8 hours per week for successful completion of course requirements.
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COURSE INFORMATION
1.0 Course Description
Assessment and Evaluation Fundamentals. Examines the nature and development of standardized tests, with emphasis on ethical standards, psychometric theory, test standards and test construction. Selection criteria and utilization of standardized and other instruments in various environments are considered. Includes evaluations and critiques of published tests and experiential exposure to different types of psychological tests. Prerequisites: Admission to the School of Graduate Studies or approval of department head.
2.0 Course Objectives/Intended Student Learning Outcomes (SLO)
Course objectives and content will be covered through assigned text readings, lectures, homework assignments, exams, and the development of an original test/measure project. Students will be responsible for both lecture-based material including activities and demonstrations as well as textbook-based material for examinations. Upon satisfactory completion of this course, students will have content-specific knowledge to:
1. Gain factual knowledge (terminology, classifications, methods, trends). Students will be able to describe the history and use of psychological testing and assessment. Students will be able to apply basic statistical concepts as they apply to assessment, define and describe types of reliability and validity, describe the process of test development, explain norm- and criterion-referenced testing, describe personality, intelligence, aptitude, achievement, interest, and work and career assessments and theories.
2. Learn and apply fundamental principles, generalizations, and/or theories. Students will read, discuss, and write about theoretical concepts underlying the construction of a basic measurement scale and develop appropriate test items for the scale. Students will apply basic statistical concepts to determine the reliability and validity of a test/measure developed for the course.
3. Develop specific skills, competencies, and points of view needed by professionals in the field most closely related to this course. Students will have content-specific knowledge to identify the types of tests/measures/instruments used in the field of psychological testing and assessment. Students also will develop their skills using the computer applications and software necessary to evaluate the reliability and validity of an instrument. Students also will have further developed their skills in communicating for the discipline by creating, piloting, analyzing, writing, and reporting on an original test/measure created for the class.
4. Learn how to find and use resources for answering questions or solving problems. Students will be directed to use their textbooks and course assignments (e.g., APA style test report) as resources for future coursework. They will be given and instructed to use online resources to supplement their text while learning. In addition, students will be encouraged to use SPSS for statistical analysis of their test development project.
5. Learn to apply course material (to improve thinking, problem solving, and decisions). Students will solve problems and write essays in which they are required to evaluate psychological test and measurement concepts from the text and related readings. Students also will be able to evaluate ethical issues in society and testing.
6. Prepare and conduct a formal presentation of their test development project paper to the class in a professional manner.
3.0 Required Texts
Kaplan, R. M., & Saccuzzo, D. P. (2013). Psychological testing: Principles, applications, and issues (8th ed.). Belmont, CA: Wadsworth Cengage Learning. (ISBN: 9781133492016) (Required)
4.0 Course Competencies for TExES
School Counselor
DOMAIN II—PLANNING AND IMPLEMENTING THE DEVELOPMENTAL GUIDANCE AND COUNSELING PROGRAM
Competency 004 (Program Management)
The school counselor understands how to plan, implement, and evaluate a developmental guidance program, including counseling services that promotes all students' success.
Knows how to apply research-based practice to improve the school guidance and counseling program.
DOMAIN III—COLLABORATION, CONSULTATION, AND PROFESSIONALISM
Competency 010 (Professionalism)
The school counselor understands and complies with ethical, legal, and professional standards relevant to the profession.
The beginning school counselor knows how to use research, technology, and other resources to facilitate continual professional growth and improve the school guidance and counseling program.
Educational Diagnostician
DOMAIN I—STUDENTS WITH DISABILITIES
Competency 001
The educational diagnostician understands and applies knowledge of federal and state disability criteria and identification procedures for determining the presence of an educational need. The beginning educational diagnostician:
Knows how to access information on the cognitive, academic, communicative, physical, social, and emotional characteristics of individuals with various disabilities.
Knows how to gather and use background information regarding the educational/developmental (e.g., behavioral, social, academic), medical, and family history of individuals with disabilities.
DOMAIN II—ASSESSMENT AND EVALUATION
Competency 004
The educational diagnostician selects and administers appropriate formal and informal assessments and evaluations. The beginning educational diagnostician:
Applies knowledge of basic terminology and statistical concepts (e.g., standard error of measurement, mean, standard deviation) used in assessment and evaluation.
Demonstrates knowledge of standards for test norming, reliability, and validity procedures used in standardizing assessment instruments and sources of measurement error.
Competency 005
The educational diagnostician applies skills for interpreting formal and informal assessments and evaluations. The beginning educational diagnostician: analyzes the uses and limitations of various types of formal and informalassessment and evaluation data.
Demonstrates knowledge of the appropriate application and interpretation of derived scores (e.g., standard scores, percentile ranks, age and grade equivalents, stanines, T-scores, z-scores).
DOMAIN IV—FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES
Competency 008
The educational diagnostician understands and applies knowledge of professional practices, roles, and responsibilities and the philosophical, legal, and ethical foundations of evaluation related to special education.
Knows organizations and publications relevant to the field of educational diagnosis, and demonstrates awareness of the importance of engaging in activities that foster professional competence and benefit individuals with exceptional learning needs, their families, and/or colleagues.
COURSE REQUIREMENTS
5.0 Course Requirements
Online Discussions (SLO 1-6)
Points: 20 pts each wk; 120 pts total
Students will complete online discussions each week. Students are expected to check the online class at least three to four times each week and complete weekly assignments. This averages out to be about 8-10 hrs per week of online activities, navigating and conducting research over the web. All initial posts have to be submitted by noon each Friday and responses to other students be submitted by noon each Sunday.
Note: Students will receive 7 pts for their initial response and 3 pts for responding to another student (10 pts). There will be two weekly discussion posts and students can accumulate a total of 20 pts each week.
Exams (SLO 1-6)
Points: 100 pts each; 200pts total
There will be two exams during the course of the semester. The exams will consist of essay questions which will allow students the maximum opportunity to demonstrate what they know and that they can analyze information and reach defensible conclusions. Ensure that you answer all selected questions thoroughly and comprehensively.
Evaluation of an Assessment Tool (SLO 2-6)
Points: 100 pts
Students will evaluate an inventory or assessment instrument. Students will research a selected topic thoroughly and will analyze the tool/instrument and research the literature related to the selected assessment. Include at least six scholarly sources most pertinent to your topic that have been published within the last five years.This information will be presented into 20 power point slides and will be posted on the Discussion board. Students can select an assessment tool of interest or from the List of Psychological Tests. Possible areas to focus on:
- Overview of instrument
- History and construction of instrument
- Theoretical foundation (if appropriate)
- Reliability and validity of instrument
- Client consideration
- Scales and subscales
- Price
- Format and administering
- Scoring
- Interpreting of the instrument
Survey Questionnaire(SLO 2-6)
Points: 100 pts
In pairs (two students per group), students willdevelop a short survey questionnaire (15 to 25 likert scale or true/false format) based on a construct of your choice (ie. depression, anxiety, substance abuse, self-esteem, locus of control, etc). Review the textbook as a guide to construct survey items. Post the completed survey on the discussion board for feedback from other students. For an online guide to Questionnaire development, try the following website: Also, review the following web-page to ensure that your questionnaire is devoid of testing bias: Also, Chapter 6 in the Kaplan textbook on Writing and Evaluating Test Items can help you with this assignment as well.
Construction of Interview Questions
Points: 50 pts
After reviewing the article on Principles of Interviewing, construct 15 interview questions on a topic of interest. Interview questions can focus on any of these sample topics: Traits of healthy families; Keys to marital success; Effective parent-teen communication; Healthy self-esteem, etc
6.0 Grading Criteria Rubric and Conversion
Online Discussion = 120 pts
Exams = 200 pts
Power Point Assignment = 100 pts
Survey Questionnaire = 100 pts
Interview Questions = 50 pts
Total = 570 pts
A = 513-570 = 90-100 pts
B = 456-512 = 80-89 pts
C = 399-455 = 70-79 pts
D = 398 and below
Criteria / Poor (0-80) / Good (80-90) / Excellent (90-100)Format/Layout
Presentation of the text;
Structuring of text; Follows requirements of length, font and style. / Fails to follow requirements related to format and layout. / Somewhat follows the requirements related to format and layout. Some requirements are not followed. / Closely follows all the requirements related to format and layout.
Content/Information All elements of the topics are addressed. / The essay is not objective and fails to address the issues referred in the proposed topic. Information provided is not sufficient to discuss these issues. / The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic. The provided information is, for the most part, sufficient to discuss these issues. / The essay is objective and addresses an in- depth analysis of all the issues. Information provided is sufficient to discuss these issues.
Quality of Writing Clarity of sentences and paragraphs; Accurate spelling and grammar;
Logical and coherent flow of ideas. / The essay is not well written, and contains many spelling errors and/or grammar errors. Essay lacks organization, clarity, and ideas are not presented in a coherent manner. / The essay is well written for the most part, with minimal spelling and/or grammar errors. Essay is somewhat organized, clear and ideas are presented in a coherent manner. / The essay is well written without spelling and/or grammar errors. The essay is well organized, clear and ideas are presented in a coherent manner.
References and use of references Scholarly level of references;
Effective use of references and/or correctly cited according to
APA format. / Fails to use scholarly references. References are not effectively used and/or correctly cited according to APA format. / Most of the references used are scholarly references. Most of the references are effectively used and/or correctly cited according to APA format. / All the references used are scholarly references. All the references are effectively used and/or correctly cited according to APA format.
7.0 Posting of Grades:
Grade book will be updated each Monday morning. Grades for weekly assignments and papers will be posted the Monday following the due date
TECHNOLOGY REQUIREMENTS AND SUPPORT
8.0 Technology Requirements
Thecoursewillbetaughtasanonlinecourse,usingBlackboardlearningmanagementsystem ( ( softwareforthesynchronoussessions(e.g.virtual officehours)if/whenneeded.
8.1 Technology Support
For technology issues, students should contact Help Desk Central. 24 hours a day, 7 days a week:
Email:
Phone: (254) 519-5466
Web Chat:
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
COURSE OUTLINE AND CALENDER
9.0 Course Outline
Date / Content Discussions / Assignments Due1 Jan 19-24
/ IntroductionsCh 2 Norms for basic stats
2 Jan 25-31
/ Ch 2 Norms for basic stats3 Feb 1-7 / Ch 4 Reliability
4 Feb 8-14 / Ch 5 Validity
5Feb 15- 21 / Ch 6 Writing & evaluating test items
6Feb 22-28 /
Work on Survey Questionnaire
/ Survey Questionnaire7 Feb 29-Mar 6 / Ch 7 Test administration
8Mar 7-13 / Exam I /
Exam I
9Mar 14-20 / Spring Break10Mar 21-27 / Ch 8 Interviewing techniques / Construction of Interview Questions
11 Mar 28-Apr 3 /
Ch 9 Theories of intelligence & Binet scale
Ch 10 Wechsler intelligence scales12Apr 4-10 / Evaluation of Assessment Tool / Evaluation of Assessment Tool
13Apr 11-17 / Ch 14 Projective personality tests
14 Apr 18-24 / Ch 16 Tests in counseling psychology
15 Apr 25-May 1 / Exam II /
Exam II
16May 2 / Personal Reflections (Due on Monday)COURSE AND UNIVERSITY PROCEDURES AND POLICY
10.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course.
11.0 Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a failing grade for the assignment and potentially a failing grade for the course. All academic dishonesty concerns will be reported to the university's Office of Student Conduct. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student's work, collusion, and the abuse of resource materials. When in doubt on collaboration, citation, or any issue, please contact me before taking a course of action. More information can be found at
12.0 Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing documentation to the Disability Support Coordinator. Students are encouraged to seek information about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit Founder's Hall 114, Suite 114. Additional information can be found at
13.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring Center in Warrior Hall, Room 111. Visit and click "Tutoring Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254-501-5830 or by emailing .
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard account and click "Online Tutoring."
14.0 Library Services
Library distance education services aims to make available quality assistance to A&M-Central Texas students seeking information sources remotely by providing digital reference, online information literacy tutorials, and digital research materials. Much of the TAMUCT collection is available instantly from home. This includes over half of the library's book collection, as well as approximately 25,000 electronic journals and 200 online databases. Library Distance Education Services are outlined and accessed at:
Information literacy focuses on research skills which prepare individuals to live and work in an information-centered society. Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help may include, but is not limited to: the exploration of information resources such as library collections, the identification of appropriate materials, and the execution of effective search strategies. Library Resources are outlined and accessed at: