EDU8317 Individual Assessment and Testing
|Semester 1, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Mark Oliver
Moderator: Peter McIlveen
Assessment and testing is widely employed for educational decision making about individuals. It is therefore essential that professional educators are knowledgeable about assessment and testing concepts, principles and methods. The emphasis in this course is on developing an understanding of individual assessment as an hypothesis driven problem-solving process, underpinned by a sound theoretical knowledge of measurement principles and data collection skills applied to a range of educational domains. This course is designed to meet the needs of teachers in regular and special education, and those in or aspiring to various support roles, including guidance officers and learning support teachers.
Initial topics build the foundational frameworks of the course by establishing individual assessment and testing as a systematic process for generating valid information to support sound educational decision making, while examining the ethical-legal context of assessment and testing practices. Students will develop an understanding of measurement concepts such as validity and reliability as well as processes underlying test construction such as standardization and norms. Subsequent topics address the data collection practices of observation, interviewing and formal testing, and the processes of assessment accommodations and oral and written reporting. Specific approaches to the assessment of academic achievement, social and emotional functioning and intelligence will also be explored.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis On successful completion of this course students will be able to:
- demonstrate knowledge and understanding of basic measurement concepts and the principles underlying test construction (Assignment 1 and 2)
- demonstrate an ability to evaluate tests with regards to purpose and psychometric adequacy (Assignment 1)
- demonstrate knowledge and understanding of sound data collection practices for observation, interviewing and formal testing approaches (Assignment 1 and 2)
- demonstrate basic knowledge and understanding of appropriate methods and tests for assessing academic achievement, social and emotional functioning and intelligence (Assignment 1 and 2)
- demonstrate an ability to analyse assessment practices and issues with regards to ethical-legal frameworks (Assignment 2)
- produce an appropriately styled written assessment report which demonstrates an ability to utilise an hypothesis driven problem solving approach and synthesize available data to make appropriate educational recommendations (Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Assignment 1 and 2)
|1.||Decision making and ethics||10.00|
|2.||Measurement theory and psychometrics||10.00|
|3.||Formal measures and tests||10.00|
|7.||Assessment of academic achievement||10.00|
|8.||Assessment of social and emotional functioning||10.00|
|9.||Assessment of intelligence||10.00|
|10.||Assessment accommodations and adaptations||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=EDU8317)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Salvia, J., Ysseldyke, J. E., & Bolt, S (2012), Assessment in special and inclusive education, 12th edn, Houghton Mifflin, Boston.
Please refer to Other Requirements (2) for important information about access to testing instruments.
Sattler, J (2006), Assessment of children: behavioural and clinical applications, 5th edn, Jerome M Staller, San Diego.
Sattler, J (2008), Assessment of children: cognitive applications, 5th edn, Jerome M Sattler, San Deigo.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||08 May 2013|
|ASSIGNMENT 2||60||60||05 Jun 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and Internet access to UConnect for this course.
Testing instruments referred to in the course are not provided as part of the study materials. A limited number of instruments are available for loan from the USQ Library but cannot be sent to overseas locations. Access to a current testing instrument is not required but is highly recommended for one of the assessment tasks.