Psychology 307: Tests and Measurements

Dr. Linda L. Morrison

 

COURSE DESCRIPTION: This course in Tests and Measurements is designed to introduce you to the uses and importance of psychological measurement. In order to accomplish this goal, we will examine three general areas of testing theory and application. First, we will examine the need for and ethical implications inherent in testing. Second, we will study the methods and techniques used to develop tests, including the statistical properties and development of tests. You do NOT need any background in statistics going into this course, but we will be covering some basic descriptive statistics as they are essential in understanding how tests are evaluated. Finally, we will examine several important measurement areas in psychology such as intelligence, personality, and abilities testing.By the end of this course, you sould understand the importance of testing, how tests are developed, how to interpret the reliability and validity of a test, and how to use a test. In addition, you will become familiar with several different testing options, where to go for information about tests, and how to select a test that best fits your needs.

PREREQUISITES: Psychology 105.

TEXT: The two books listed below are required reading for all students in this course. You should find them shrink- wrapped together as a package purchase at the bookstore. The first book listed is your primary text, and the second book will be referred to as the Student Workbook. While we will only be using some of the exercises in the Student Workbook for class assignments and demonstrations, those we will not be using can assist you in understanding corresponding text assignments and class discussions. I highly recommend you using the student workbook as a study tool. Lectures and discussions will assume that you have done the assigned reading and/or assignments prior to class.

     Cohen, R.J., Swerdlik, M.E., & Smith, D.K. (1992). Psychological testing and assessment: An introduction to tests and measurement. Mountain View, CA: Mayfield.

     Cohen, R.J. (1992). Sixty-five exercises in psychological testing and assessment. Mountain View, CA: Mayfield.

DAILY COURSE SCHEDULE:

Date                                   Topic                                                     Reading Assignment

T              Introduction to course

R              Introduction to testing 1 1                                    Library Assignment Due

T                Ethical/Legal Considerations in Test Use 2 1         Exercises 6 & 7 of the Workbook: for class discussion

R                Basic Statistics needed to understand tests 3

T                Norms, Correlation, and Regression 4 1                Project Choice and two references due

R              Norms, Continued 4

T              Exam 1: Chapters 1-4 (First half of class)              Reliability 5

R              Reliability (cont'd) 5 1                                           Exercise 9, Student Workbook

T              Validity 6

R              Validity, (cont'd)/ Test Development 7 1               Exercise 25, Student Workbook

T               Item Analysis/ Test Development (cont'd)            App B 1 Be prepared with Exercise 28, Student Workbook

R                Exam 2: Chapters 5-7 and Appendix B

T                 Intelligence Testing 8

R                Intelligence Testing (cont'd) Educational Testing 9 &10 1   READ Appendix C, Workbook

T               Personality Testing 12 . 1                                    Exercise 45, Student Workbook

R               Personality Testing (cont'd) 13 1                         Exercise 53, Student Workbook

T               Clinical/Counseling Assessment 15 1                    Exercise 50, Student Workbook App A

R               The Assessment of People with Disabling Conditions 17

T                Industrial/Organizational Assessment 18 1             Exercise 59 Student Workbook

R               Course Summary/Discussion of Projects J 1           Projects Due

FINAL EXAM: FRIDAY, JUNE 7TH: 1-3 PM

EVALUATION: For your benefit, your final grade will be based upon several different measures of performance in this course. To be more precise, you will enjoy five pop quizzes based on the reading and/or workbook assignments, two "midterm" exams, and a comprehensive final. In addition, you will each write a research project evaluating a psychological test.

Quizzes: There will be five pop quizzes based on the reading and/or workbook assignments. Each quiz will be worth 25 points and your lowest quiz score will be dropped at the end of the term. Because one quiz score is dropped, there will be no makeup quizzes for any reason. The message here is: BE PREPARED FOR CLASS BY DOING THE READINGS AND THE ASSIGNMENTS!!

Exams: There will be two regular exams during the term and a comprehensive final exam. These exams will cover materials presented in class as well as any material assigned from the text and workbook. Your regular exams will have both objective and subjective components, and each are worth 100 points toward your final grade. Approximately 60% of your final will consist of material after the second exam: the remainder is comprehensive. Your final exam will be largely objective questions and is worth 100 points toward your final grade. IMPORTANT Do not miss a scheduled exam!! Only in an extreme case (which you will be asked to document) will alternative arrangements be made for a make-up exam, and I must be aware of your absence PRIOR to the exam. Failure to adhere to this policy will result in no possibility of a make-up and no credit.

Projects: The term project for this course is for you to become an "expert" on one specific test or type of test. You may select any test listed on the choice list, or if you have an interest in an area not on the choice list, see me. By DAILY COURSE SCHEDULE: IMPORTANT!! Do not miss a scheduled exam!! Only in an extreme case (which you will be asked to document) will alternative arangements be made for a make up exam, and I must be notified of your absence PRIOR to the exam. Failure to adhere to this policy will result in no possibility of a make up and no credit.

Projects: The term project for this course is for you to become an "expert" on one specific test or type of test. You may select any test listed on the choice list, or if you have an interest in an area not on the choice list, see me. By Tuesday, April 9th, you must select a test for your project, and write down two references for information about that test. These will be handed back to you with comments ASAP so that you can start on your projects early. Many of the tests you will need to send away for information about, and request samples, SO DON'T WAIT UNTIL THE LAST MINUTE! Projects must be typed, double-spaced, and written in APA format. If you are unsure how to write a paper in APA format, ask the reference librarian for the most recent edition of the APA Publication Manual (APA, 1994). PROJECTS WILL NOT BE ACCEPTED LATE. Since each test is different, and the information available for the tests will vary, there is not one definitive outline for your projects. However, here is some common information you should try and obtain.
 

Literature Review on Construct or Topic
     define the construct
     why is this topic important (research and application)
Test Development and Analysis
     a brief history of the development and use of the test
     assumptions the test makes
     reliability analysis
     validity/item analysis
     strengths and weaknesses of the test
     how should this test be used?
     who can use this test?
     where/how can this test be purchased (include cost)
References (minimum: 5 not including the text!!)
Appendices include sample test items and any other information you think useful

PROJECT CHOICE LIST Personality Assesment: Personality Assessment: 16 PF; CPI; Meyers-Briggs Type Indicator, Beck Self-Concept Test (BST); Rotter's ISB Counseling/Clinical Assessment: Counseling/Clinical Assesment: UNIACT or Williams Q-sort; Beck Depression Inventory; Strong Vocational Interest Blank; Intelligence/ Educational Assessment: SOMPA; ACT; SAT; GRE; Iowa Basic; McCarthy Scales (MSCA); Bayley Scales of Infant Development; Woodcock-Johnson (WJ-R) Industrial Assessment: Job Satisfaction Inventories;Leadership Measures; Measures of Organizational Environment/culture; Social Climate Scales Social Psychology/Health/Other: Sex-role inventories (Bem); Relationship Measures; Measures of stress; Religiosity; Measures of Self-Esteem; Moral Reasoning and Values

Summary: The relative weight given to each course requirement is listed below.
 

Type  # and points for each Total
Quizzes 4 @ 25 points each 100 
Midterm Exams  2 @ 100 points  200 
Final Exam 1 @ 100 points  100 
Research Project: 1 @ 100 points 100

TOTAL: 500

Final course grades will be assigned as follows:

A = 90-100% or 450-500 points
B = 80-89% or 400-449 points
C = 70-79% or 350-399 points
D = 60-69% or 300-349 points
F = < 60% or at or below 299 points

IMPORTANT: While attendance and active class participation are not graded per se, at the end of the term, grades of "borderline students " (e.g. 447-449 points) will be raised if attendance and participation have been exemplary. Please note: I never curve exam scores or final grade point distributions. What you earn in this class is up to you and your performance on the point system.

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