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EDMS 623 Spring, 2007 Robert W. Lissitz 301-405-3620 [email protected] Office Hours: 2 hours before class The following are the dates, chapters from the text, and the reading assignments for the course. Assignments should be read prior to the date of the class that addresses that topic. The right hand column contains the name of the first author of each article used to supplement the text. Read the relevant section of the Standards for each topic for each week. Each lecture starting with Feb. 6 will begin with a 10 minute statement summarizing the relevant section of the Testing Standards (presented by one of the 10 student teams). Chapter #s Articles Jan. 30 Introduction to class and assignments Feb. 6 Scales and Multidimensional Scaling 1, 3 Stevens Weinberg Feb. 13 Test Construction and Test Validation 4 Millman Anonymous(electrician) Ohio State Feb. 20 Scoring tests, item Analysis, 5, 14 Frary guessing and norms 17, 19 Anonymous (rubrics) Pick Topic for Paper- Hand in 1 paragraph description Feb 27 Reliability and the SEM 6, 7 Mar. 6 Reliability and the SEM 9 Dudek Mar. 13 MIDTERM (first half) Mar. 27 Validity 10 Cronbach Campbell April 3 Validity Messick Moss Reckase MislevyApril 17 IRT 15 Mills April 24 Standard Setting 18 Lissitz Cizek May 1 DIF and Bias 12, 16, 20 Skaggs Equating DOL Standards * Angoff Kolen May 8 Presentations of your papers (about 10 minutes each) (Paper Due) May 15 Final Examination (emphasizes, but not exclusively the second half) Textual materials: 1) Standards for Educational and Psychological Testing (1999). The American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education. 2) Crocker, L. and Algina, J. (1986) Introduction to classical and modern test theory. NY: Holt, Rinehart and Winston. There are two copies of all supplemental readings that are available in the Educational Technology Center -- one is for in room use and the other is for overnight use. * Web site to get a copy of this paper is www.uniformguidelines.com Additional Assignment: Write a paper of approximately 15 to 20 pages in length that reviews the psychometric oriented literature on a modern application of measurement or assessment. Examples include performance assessment, portfolios, reading readiness tests, IQ testing, NAEP, national achievement testing, personnel selection devices, tests of creativity, and assessment centers. The paper should focus on psychometric issues as they relate to that type (or specific application in the case of NAEP) of assessment. Note that this is not a review of the applications in the area of choosing. I want the paper to focus on (to critique) the psychometric issues associated with that type of assessment. Your paper should focus on the topics that we are covering in this course, e.g. reliability, validity, etc. By February 13, please email me a one-paragraph description of the topic of your choice. I will approve it or require modifications very soon after receiving it. You must have an approved topic for your paper.Measurement related journals that might serve as sources for your paper, include: Applied Measurement in Education Applied Psychological Measurement British Journal of Mathematical and Statistical Psychology Educational and Psychological Measurement Educational Assessment Evaluation Practice Journal of Educational Measurement Journal of Educational and Behavioral Statistics (formerly, Journal of Educational Statistics) Structural Equation Modeling There are also usefully references such as Tests in Print, and Buros’ Mental Measurement Yearbook. Student Evaluation: Approximate weighting 1. Midterm 30% 2. Final 30% 3. Term Paper 25% 4. Class participation and any misc. assignments 15% Statement of Purpose of Course: This course is designed for students who will be pursuing careers that involve psychometrics, testing, measurement theory, assessment, and modern evaluation techniques as integral components of their work environment. Basic statistics is assumed (the equivalent of EDMS 646) at a minimum (the equivalent of EDMS 651 is preferred), and usually, a student will have taken EDMS 410 or the equivalent. Students with documented disabilities If you have need for reasonable academic accommodation by virtue of a documented disability, please contact me as soon as possible to discuss your needs. Students with documented needs for such accommodation are required to meet the same achievement standards for this class as all students; accommodations may be made in terms of how such achievement is demonstrated. Students without documentation may not receive accommodation. Also, please do not come at the end of the course, especially after it looks as though you'll be receiving a low grade or are in another circumstance you don't like, and mention a disability.Students requiring religious accommodation If you have need for academic accommodation by virtue of your religion (e.g., turning in homework at a different time), please contact me as soon as possible to discuss your needs. From the Honor Council "The University of Maryland, College Park has a nationally recognized Code of Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit


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UMD EDMS 623 - Syllabus

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