At the end of this course, the students; 1) understand basic testing, measurement, assessment, and statistical concepts and principles; 2) understand situations where educational and/or psychological tests can be used and helpful in making decisions about individuals and/or programs; 3) understand and use reliability and validity concepts and methods; 4) interpret and use scores obtained on a test; 5) distinguish norm-referenced testing from criterion-referenced testing and describe the ways in which each type of test is developed, evaluated and used; 6) understand current testing issues and developments; 7) understand basics of Item Response Theory 8) distinguish characteristics of classical test theory and Item Response Theory; 9) describe cognitive skills and affective characteristics measured by tests; 10) use basic statistical methods on test and item scores; 11) understand basics of objective versus constructed response item formats.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
COURSE DEFINITION
This course has been designed to provide comprehensive information about the classical test theory, methods of instrument development, test adaptation and evaluation to the graduate level students in educational sciences. Basics of Item Response Theory are also covered in the course. Developing an achievement test or attitudinal questionnaires are emphasized during the semester, as well as analyzing the item level data obtained on achievement and attitude tests. The special emphasis is given to cognitive skills assessed by achievement tests. The affective characteristics assessed by attitudinal measurement will also be covered.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Basic concepts and principles of measurement, assessment and evaluation
2nd Week
Planning Tests/Determining the purpose of the test
3rd Week
Preparing test specifications
4th Week
Operational definitions of the test specifications
5th Week
Item formats and writing test items
6th Week
Evaluating and interpreting the test results
7th Week
Classical test theory.
8th Week
Applications of Item Response Theory.
9th Week
Reliability of test scores.
10th Week
Validity of test scores.
11th Week
Item and test score analyses.
12th Week
Basic approaches in attitudinal measurement.
13th Week
Current testing issues and developments.
14th Week
Test translation, Adaptive testing procedures
15th Week
RECOMENDED OR REQUIRED READING
Adkins, D.(1974). Test construction. Columbus: Charles E. Merrill Publishing Company.
Anastasi, A. (1988). Psychological testing. New York: Macmillan.
Berberoğlu, G. (2203). Planning Classroom Test. (pp:726-731). In Encyclopedia of Psychological Assessment. Rocio Fernandez- Ballesteros (Ed.) Sage Publication.
Bloom, B.S., Hastings, J.T., & Madaus, G.F. (1971). Handbook on formative and Summative evaluation of student learning. New York: McGraw Hill
Crocker, L. & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart, and Winston.
Cronbach, L. J. (1990). Essentials of psychological testing. New York: Harper & Row.
Gronlund, N.E. ( 1985). Measurement and evaluation in teaching. New York: Macmillan.
Gronlund, N.E. (1993). How to make achievement tests and assessment. Boston: Allyn & Bacon.
Haladyna, M.T. (1997). Writing test items to evaluate higher order thinking. Boston: Allyn & Bacon.
Haladyna, M.T. and Rodriguez, M.C. (2013). Developing and validating test items. New York: Routledge
Linn, R. (Ed.). (1989). Educational measurement. New York: Macmillan.
Marzano,. R. J, Brandt,R.S., Hughes, S.C., Jones, B.F., Presseisen, B.,Z., Rankin, S.C., Suhor, C. (1988). Dimensions of Thinking: A Framework for Curriculum and Instruction. ASCD
Marzano, R.J. & Kendall, J.S. (2008). Designing and assessing educational objectives: Applying the new taxonomy. Thousand Oaks: Sage Publication
