EDFL 581 Principles of Measurement

Jackson State University
Department of Educational Foundation & Leadership

EDFL 581 Principles of Measurement

Spring 2021
Credit Hours: 3.00

 
Instructor Information

Instructor Name:
Office Location:	Virtual Office
Office Hours:	Online
Phone:
Email:	(Responses to email will be provided within 24-48 hours during weekdays.)

Course Description

The course content will address theoretical principles of measurement, which are applicable to both teaching and research.  Part of the course will be devoted to current issues in measurement and to practical applications of these theoretical principles. The emphasis will be on educational measurements.

Course Prerequisites: 

Graduate status and candidates must have an active e-mail.

Program in Which the Course is required:

The course is required in the Master of Arts in Teaching Elementary Education – Alternate route Degree and Master of Arts in Teaching Secondary Education Concentration – Alternate Route Degree.

Course Objectives:

Jackson State University functions as a community of learners where teaching, research, and service are central to its total learning environment.  The University embraces the core values of tradition, accountability, learning, nurturing, service, and responsibility.  These core values are the starting point for the College of Education and Human Development’s Responsive Educator model, the conceptual framework for both initial and advanced programs.  The objectives of this course are grounded in the Responsive Educator outcomes and are aligned to the ELCC Standards. Upon the completion of this course, the student should be able to:

Describe the role of measurement in the assessment process.

• Describe planning for and developing classroom tests.
• Redefine content into performance based objectives.
• Identify the relationship between reliability and validity and good classroom decision making.
• Develop test specifications.
• Examine the relationship between content, objectives, and test items.
• Select/Write appropriate tests items.
• Construct Essay Questions:  Restricted and Extended type.
• Build an effective test-item bank and performance-task file.
• Interpret test scores and norms.
• Analyze how test data can be used in decision making.
• Use technology in the assessment process.
• Describe current trends and issues in measurement.

 

Required Texts

Miller, M., Linn, R., & Gronlund, N., (2013). (11th ed.) Measurement and

Assessment in Teaching:  Pearson: Boston, MA., ISBN 9780132689663

*Please note that the most recent addition of text found in the JSU bookstore is also sufficient for this course.

 

Other Requirements

●     Complete the registration for the JSU Online Student Orientation, if this is your first distance learning course at JSU.

●     Complete the Verification Syllabus Receipt Form.  Submit it in Canvas.

 

System Requirements

To have a successful experience in Jackson State University’s online courses, the following is the minimum computer configuration needed:

Computer Hardware Recommendations

The following hardware are the minimum specifications to work with Blackboard.    

• PC or Macintosh with:
  • Windows XP, or Vista; or Mac OS X or later
  • 1 G of free disk space recommended
  • Internet Connection
    • Broadband/High Speed (Recommended)
    • 56 K modem or higher

Browser Compatibility

• It is very important that you use a certified or compatible Web browser when viewing and working in Canvas so that information and course tools display correctly. Use these tables to ensure your current browser is compatible.

The following tables highlight the new platform and browser configurations tested for SP 11 using the following support terms:

• Certified: Fully supported technology with highest level of testing before release.
• Compatible: Fully supported technology with minimal level of testing before release.
• Unsupported: Unsupported technology because it is either impossible or not tested.
• Provisional: (Client Technologies ONLY) future technologies considered supported by Canvas Support.

Microsoft Windows

	Internet Explorer 10	Internet Explorer 9	Internet Explorer 8	Firefox (Final Release Channel)2	Chrome (Stable Channel)3
Windows XP (32-bit)	Unsupported by Microsoft	Unsupported by Microsoft	Compatible	Compatible	Compatible
Windows Vista (32-bit)	Unsupported by Microsoft	Certified	Compatible	Certified	Compatible
Windows Vista (64-bit)	Unsupported by Microsoft	Compatible	Compatible	Compatible	Compatible
Windows 7 (32-bit)	Provisional	Certified	Compatible	Certified	Certified
Windows 7 (64-bit)	Provisional	Certified	Compatible	Certified	Certified
Windows 8 (32-bit)	Compatible	Unsupported by Microsoft	Unsupported by Microsoft	Certified	Certified
Windows 8 (64-bit)	Certified	Unsupported by Microsoft	Unsupported by Microsoft	Certified	Certified

Apple Mac OS

	Safari 6.0.1	Safari 5.1	Safari 5.0	Safari 4.0	Firefox4 (Final Release Channel)2	Chrome (Stable Channel)3
Mac OSX 10.6	Unsupported by Apple	Certified	Certified	Compatible	Certified	Certified3
Mac OSX 10.7	Certified (10.7.5)	Certified	Unsupported by Apple	Unsupported	Certified	Certified3
Mac OSX 10.8	Certified (10.8.2)	Certified	Unsupported by Apple	Unsupported	Certified	Certified3

²The Firefox Release Channel is the fully tested version by Mozilla and intended to be the most stable. This channel is updated roughly every six weeks. More information is available at http://blog.mozilla.com/blog/2011/04/13/new-channels-for-firefox-rapid-releases/.

³The Chrome Stable Channel is the fully tested version by Google and intended to be the most stable as the name implies. This channel is updated roughly every 2-3 weeks for minor releases and 6 weeks for major releases. More information is available at www.chromium.org.

Chrome users who have updated Java on their system to Java 7 will no longer be able to access Java applets – this will result in the loss of some Learn capabilities such as the Math Editor due to the incompatibilities between Chrome and Java 7. At the time of release of SP10/11 Chrome was tested for the ability to render Learn pages pertinent to the core functionality of Learn and as such Chrome was certified. Note that the Math Editor provided in 9.1 SP12 is delivered via JavaScript and is not impacted by the Java 7/Chrome incompatibility.

⁴Firefox 8 and Mac OS are not compatible with the drag and drop functions on Blackboard Learn.

Technologies Not Supported

The following technologies are not supported in SP 11:

• Internet Explorer 6, 7
• Firefox 1.x, 2.0, 3.0, 3.5, and 3.6
• Safari 2.0, 3.x and any version on Windows
• Windows XP 64-bit
• Mac OSX 10.3, 10.4, 10.5
• Java 5, although it may continue to work

Other Browser considerations

• Blackboard is not compatible with the AOL browser. If you use the AOL service to connect to the Internet, download and install a certified or compatible browser listed in the above matrix. Once connected to the Internet, minimize your AOL browser, and then open the other browser to access Blackboard.

• Turn off pop-up blockers when using Blackboard, or provide an exception for your institution’s Blackboard Web site (URL). Often, you will have two pop-up blockers: one within your browser and one within a search toolbar like Google or Yahoo.
  
  
• JavaScript and Cookies must be enabled on any browser.
  
  
• Be sure to review the recommended plug-in information below and download as appropriate.

Browser Plug-Ins

It is recommended that you have a high-speed Internet connection and the following free multimedia plug-ins:

• Adobe Acrobat Reader 
• Apple QuickTime Player
• ●     Adobe Shockwave Player
• Microsoft Windows Media Player
• Real Networks RealPlayer for Windows for Windows
• Real Networks RealPlayer for Mac OS X
• Sun Java Runtime Environment (all platforms) is required for the use of Canvas Web Equation Editor as well as the Virtual Classroom and Text Chat. Click the link to choose the appropriate plug-in for your computer and to begin the download and install process. A new browser window will open.

You must have speakers installed and working properly on your computer before beginning the course.

You will need access to Microsoft Word, PowerPoint, or Excel to complete assignments. If you do not have access to the Microsoft Office applications, you may download the Open Office Freeware, an open productivity suite. You will be able to complete your assignments using this freeware and save your files with Microsoft Office file extensions.

Minimum Student Technical Skills

Participation in a distance learning course requires some basic knowledge of computer technology. You should be able to:

• Navigate and use Canvas (see Canvas Student Orientation, if you need assistance).
• Understand basic computer usage, including keyboard, mouse, CD drive, and printer.
• Access the Internet via DSL, cable modem, or a network interface.
• Use the computer operating system (Windows/Mac OS) to:
  • Create folders.
  • Find, copy, move, rename, and delete files.
  • Launch, run, and switch between software applications.
• Use a word processing program (e.g., Microsoft Word) to (see Microsoft Office 2007, 2010, 2011, or 2013 tutorials, if you need assistance):
  • Create, format, edit, spell check, save, print, and retrieve a document.
  • Cut, copy, and paste information within and between documents.
  • Save a word processing document in text or rtf format.
• Use a Web browser to:
  • Open, print, and/or save Web pages to a local or removable storage drive.
  • Open and save Adobe Acrobat files (PDF files).
  • Create, maintain, and manage a list of Web pages (Favorites/Bookmarks).
  • Use a search engine’s basic features to find information on the Web.
• Download and install programs from remote servers.
• Use email to:
  • Send, receive, store, and retrieve messages.
  • Send, receive, and open file attachments.

 

Technical Support

To obtain assistance with technical issues (removing pop-up blockers, opening pages or quizzes, etc.) or if you are unable to see the course content or have other questions regarding the course itself, please visit the JSUOnline Website or call the Canvas (IT) Help Desk at either 601-979-0245,  1-844-JSU-LIVE (1-844-578-5483) or access the online support portal at http://bbcrm. edusupportcenter.com/ics/ support/default.asp?deptID= 8657. 

Course Schedule

EDFL 581 Spring 2021 Course Schedule

See the Course Schedule for a list of module topics, assignments, and due dates. Please refer to the JSU Academic Calendar for other important due dates.

Week	Topic	Readings	Assignments	Due Date
1,2	Introductions/Course Overview	Syllabus, Welcome	Discussion: Student Introductions	03-21-21
3	Module 1 – The Measurement and Assessment Process	Read Chapters 1, 2, and 3	Module 1 Discussion Quiz #1 (Chapter 1-3)	03-28-21
4	Module 2 – The Measurement and Assessment Process	Read Chapters 4 and 5	Module 2 Discussion Quiz #2 (Chapter 4-5)	04-04-21
5	Module 3 – Classroom Tests and Assessments	Read Chapters 6, 7, and 8	Module 3 Discussion Quiz #3 (Chapter 6-8)	04-18-21
6	Module 4 – Selecting and using Published Tests	Read Chapters 16, 17, 18, and 19	Module 4 Discussion Quiz #4 (Chapter 16-19)	04-25-21
7,8	Course Summary	See review Exercises	Research Project   Final Exam Interview Assignment	05-02-21   05-07-21

*Schedule may be revised if necessary.  Students will be notified if this is the case.

Course Presentation

This course is organized into 4 learning modules; each module contains assigned readings from the textbook and may contain a quiz, an assignment, and/or an activity. The modules presented on a 1- 3 week basis. The module pages include information about all of the materials and assignments for that module. Each module may include multimedia, readings, discussions, assignments, and/or assessments.

Instructional Strategies

Reflective Discussion

Lecture

Independent Research

Student Activities  

Module Discussions

Discussion Questions: Candidates must thoroughly respond clearly and professionally to four discussion questions. Use information from the required textbook as a resource.

Research Project

Candidate will select some course, or unit of work within a course, and develop a test and assessment project. See rubric instructions for further details.

Assessments

Candidates will have 4 quizzes.

Final Exam (Project)

Candidates will interview an administrator or test coordinator about the Mississippi Academic Assessment Program.

Course Policies and Procedures

Threaded Discussions. A Discussion Board is available in Canvas. You will be able to ask questions about course content and share information with each other. A classmate may be able to answer a question about content more quickly than your instructor. In addition, posting content questions in the Discussion Board will allow everyone to view the answers to frequently asked questions. The instructor monitors the Discussion Board with the intention of providing responses every workday when deemed necessary.  Discussion created as assignments deem required contributions to the discussion board. Students are expected to post responses to module questions and peers’ postings on a regular basis. 
Utilize the discussion rubric as it will be used in evaluating your discussion board postings. Discussion board postings should be of quality rather than quantity. For example, a response that basically says “I agree” with no additional information or documentation will earn 0 points; responses that possess a higher standard of quality will be graded accordingly.

1. Class Communication. Common procedural or curricular questions that arise each semester are answered on the syllabus.  For correspondence to the professor, students are required to use only the Mail tool, which is located on the Course Tools menu in Blackboard, upon logging into the course. The discussion board has several threads available for communicating. Each student is required to participate in the Introduction forum to introduce oneself to the course.  A thread is also available for Frequently Asked Questions. Please use this thread to ask questions regarding the syllabus, assignments, exams, etc. The questions and answers can be shared with the entire class. If you have personal concerns, please use the Mail tool. View the Canvas Tutor link on the course homepage for assistance using the mail or discussion board tools.
   
   
2. Course E-Mail. Unless otherwise noted, you should only contact your instructor using the Mail feature in Canvas. Common procedural or curricular questions that arise each semester are answered on the syllabus. If you are unable to find the answers you need, you may contact the instructor via the Canvas Mail tool. If needed, view the Canvas Tutorials for assistance using the Mail tool. Be sure to follow the course etiquette rules mentioned above when composing emails.
   
   
3. Late Assignments or Projects.

Late assignments are marked down 10% for each day an assignment is late. Assignments submitted more than four days late will not be accepted. If you have extenuating circumstances and would like to turn work in late without penalty, you must contact me in writing prior to the due date. Please be prepared to provide an excuse from a doctor for requests to submit work without penalty as a result of illness or injury. Additionally, no assignments will be accepted after midnight of the last day of class.

Netiquette

Student to Student Etiquette. There are course expectations concerning etiquette or how we should treat each other online. It is very important that we consider the following values during online discussions and when emailing fellow students:

• Respect. Each student’s viewpoint is valued as an opinion. When responding to a person during the online discussions, be sure to state an opposing opinion in a diplomatic way.
• Confidentiality. When discussing topics, be sure to be discreet on how you discuss children, teachers, and colleagues. Do not use names of people or names of facilities.

Student to Instructor Etiquette. In addition to the above values, I expect that each student will submit completed assignments in a timely manner.

Instructor to Student Etiquette. Students can expect that the instructor will also follow the values listed above by checking and responding to emails and grading assignments in a timely manner.

Method of Student Evaluation

Assignment	Grade Points
Discussions 1,2,3,4(10pts each)	40
Research Project	100
Quiz 1	50
Quiz 2	50
Quiz 3	50
Quiz 4	25
Final Exam (Interview)	135
Total Points	450 pts

Grading Scale

A = 450 – 400

B = 399 – 350

C = 349 – 300

D = 299 – 250

F = Below 249

Online Grading Rubrics

Rubric for Research Project (Objectives and Test Items)

Each Candidate is required to write five learning outcomes to be assessed, a list of subject matter topics to be covered in the instruction, a set of subject specifications for the test items and assessment task as described in chapter 6 of the textbook. Candidates must develop a 10-item test using a combination of selection-type, short answers, supply-type items which includes (a) complete directions, (b) test items that are appropriate for the specific learning outcomes being measured, and (c) a scoring key. Each test should be keyed to a specific learning outcome. A bibliography of books and other resources materials used in completing the project should be included as well.

Unacceptable objectives and test items.  An Unacceptable project is one in which the candidate fails to write the learning objectives and test items using the regulations in our text, or does not include directions for each section of the test. A candidate does not include any of the above mentioned criterions done at high quality. (69 or below)

Acceptable objectives and test items.  An acceptable project is one in which the candidate includes most of the above mentioned criterion done at high quality. (84-70)

Excellent objectives and test items.  An Excellent project is one in which the candidate includes the entire above mentioned criterion done at high quality. (100-85)

Discussion Rubric

	Distinguished 10	Proficient 8	Limited 6	Unsatisfactory 5 or Below
Promptness and	Consistently responds	Responds to most	Responds to most	Does not respond to
Initiative	to postings in less than 24 hours; demonstrates good self-initiative	postings within a 24 hour period; requires occasional prompting to post	postings several days after initial discussion; limited initiative	most postings; rarely participates freely
Delivery of Post	Consistently uses grammatically correct posts with rare misspellings	Few grammatical or spelling errors are noted in posts	Errors in spelling and grammar evidenced in several posts	Utilizes poor spelling and grammar in most posts; posts appear “hasty”
Relevance of Post	Consistently posts topics related to discussion topic; cites additional references related to topic	Frequently posts topics that are related to discussion content; prompts further discussion of topic	Occasionally posts off topic; most posts are short in length and offer no further insight into the topic	Posts topics which do not relate to the discussion content; makes short or irrelevant remarks
Expression Within the Post	Expresses opinions and ideas in a clear and concise manner with obvious connection to topic	Opinions and ideas are stately clearly with occasional lack of connection to topic	Unclear connection to topic evidenced in minimal expression of opinions or ideas	Does not express opinions or ideas clearly; no connection to topic
Contribution to the Learning Community	Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic	Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely	Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group	Does not make effort to participate in learning community as it develops; seems indifferent

 

Final Exam Interview Assignment Rubric

Interview of Administrator or District Test Coordinator          This assignment is designed to expose the Candidate to the Director/Coordinator of Testing as a career option.  It is also designed to give the Candidate a prospectus into the roles and responsibilities of a District Test Coordinator.

Candidates will interview an administrator or test coordinator about the Mississippi Academic Assessment Program. Each Candidate’s interview should consist of ten questions relating to the requirements of state testing, student achievement, and data analysis.  Candidates should include the contact information of the interviewee and signature of the interviewee.  Candidate should include a one page student reflection summary. 

Exemplary Project is one in which the candidate includes the entire above mentioned criterion done at high quality. The instrument is excellently constructed with a sufficient number and quality of questions. Interview elicits all pertinent personal information about the administrator or testing coordinator. Interviewee’s signature is present on interview form. Candidate generates an insightful and well written student reflection summary that includes the interviewee’s name, title, school district, roles, responsibilities, years of experience as an educator and test coordinator. Candidate includes any other relevant current issues as it relates to testing. (135-100)

 Proficient Project is one in which the candidate includes the entire above mentioned criterion done at high quality. The instrument is excellently constructed with a sufficient number and quality of questions. Interview elicits most pertinent personal information about the administrator or testing coordinator. Interviewee’s signature is present on interview form. Candidate generates an insightful and well written student reflection summary that includes the interviewee’s name, title, school district, roles, responsibilities, years of experience as an educator and test coordinator. Candidate includes any other relevant current issues as it relates to testing. (99-85)

Basic Project is one in which the candidate includes some of the above mentioned criterion done at high quality. The instrument is constructed with a sufficient number and quality of questions. Interview elicits some pertinent personal information about the administrator or testing coordinator. Interviewee’s signature is not present on interview form. Candidate generates somewhat insightful and well written student reflection summary that includes most of the following information: the interviewee’s name, title, school district, roles, responsibilities, years of experience as an educator and test coordinator. Candidate includes some relevant current issues as it relates to testing. (84-70)

Unacceptable Project is one in which the candidate includes none of the above mentioned criterion done at high quality. The instrument is poorly constructed with a sufficient number and quality of questions. Interview elicits insufficient pertinent personal information about the administrator or testing coordinator. Interviewee’s signature was not present on interview form. Candidate does not generate an insightful and well written student reflection summary. Summary did not include the interviewee’s name, title, school district, roles, responsibilities, years of experience as an educator and test coordinator. Candidate included no relevant current issues as it relates to testing. (69-Below)

Exams

Multiple Choice/Written Responses

Library Services

All students, those on campus and at a distance, have access to the resources available at the JSU Libraries. Please visit the JSU Libraries or the JSU Library Services for Distance Learners web sites for more information.

Jackson State University Policies

Diversity Statement: Jackson State University is committed to creating a community that affirms and welcomes persons from diverse backgrounds and experiences and supports the realization of their human potential. We recognize that there are differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. All persons are encouraged to respect the individual differences of others.

JSU Honor Code: I will be honest in all of my academic course work and will not indulge in or tolerate the academic dishonesty of my counterparts or peers. I will not partake in any type of misconduct, misrepresentation, or immoral behavior that will harm, damage or endanger any person, property or myself or reflect negatively against me or hinder my academic continuance. I will strive to achieve excellence and to complete degree requirements without hesitation. I am a valuable part of the Jackson State University family, and proud of it.

Academic Dishonesty

Cheating includes:

• Submitting material that is not yours as part of your course performance, such as copying from another student’s exam, allowing a student to copy from your exam;
• Using information or devices that are not allowed by the faculty; such as using formulas or data from a home computer program, or using unauthorized materials for a take-home exam;
• Obtaining and using unauthorized material, such as a copy of an examination before it is given;
• Fabricating information, such as the data for a lab report;
• Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation;
• Collaborating with others on assignments without the faculty’s consent;
• Cooperating with or helping another student to cheat;
• Participating in or performing other forms of dishonest behavior, such as having another person take an examination in your place; or altering exam answers and requesting the exam be regarded; or communicating with any person during an exam, other than the exam proctor or faculty.

Plagiarism includes:

• Directly quoting the words of others without using quotation marks or indented format to identify them.
• Using sources of information (published or unpublished) without identifying them.
• Paraphrasing materials or ideas of others without identifying the sources.
• Themes, essays, term papers, tests and other similar requirements that are not the work of the student submitting them.
• When direct quotations are used, they must be indicated and when the ideas of another are incorporated in papers they
• When a student is unsure about something that he/she wants to do or the proper use of materials, a faculty member should be consulted for clarification.
• Generally, if a student writes while looking at a source or while looking at notes taken from a source, a footnote should be given. Whenever any idea is taken from a specific work, even when the student writes the idea entirely in his/her own words, there must be a footnote giving credit to the author responsible for the idea. The student should never retain a sentence pattern and substitute synonyms for the original words. Paraphrasing means alteration of sentence pattern and changing of words. Any direct quotation should be footnoted or documented in an acceptable fashion. Methods of documentation vary, and it is possible to cite in the text itself, rather than in a footnote. The student should give credit in a manner specified by the instructor.

Compliance with the Americans with Disabilities Act: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and ADA Coordinator (as early as possible in the term) located in the Jacob L. Reddix Building (old student union), rooms 101 and 102. The office hours are: 8:00 a. m. to 5:00 p.m., Monday through Friday. The telephone number is (601) 979-3704 or (601) 979-6919 (TTY) and the facsimile number is (601) 979-6918. The mailing address is: Office of Support Services for Students and Employees with Disabilities, P.O. Box 17156, Jackson State University, Jackson, MS 39217.

See the Office of Disability Services web site for more information.

For more information on the Jackson State student policies, see the Student Handbook. 

Bibliography/References

Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7^th /8^th ed). Belmont, CA: Thomson Wadsworth.

American Psychological Association. (2010). Publication

manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Creighton, T. (2007). Schools and Data (2^nd ed.). Thousand Oaks, CA: Sage Publications.

Glass, G. & Hopkins, K. (1996). Statistical Methods in Education and Psychology (3^rd ed.). Needham Heights, MA: Allyn & Bacon.

Kubiszyn, T. & Borich, G. (1987). Educational Testing and Measurement (2^nd ed.). Glenview, IL:             Scott, Foresman and Company.

Phillips, D.K. & Carr, K. (2010). Becoming a Teacher Through Action Research (2^nd ed.). New York, NY: Routledge.

Buros, O., (1998).  Mental measurement yearbooks.

Airasian, P.W., (1994).  Classroom assessment.  Prentice Hall:  Upper Saddle

River, New Jersey.

Chase, C., (1999).  Contemporary assessment for educators.  Longman:  New

York.

Gallagher, M. (1998).  Classroom assessment for teachers.  Prentice Hall:  Upper

Saddle River, New Jersey.

Gredler, M., (1999).  Classroom assessment and learning.  Addison-Wesley:  New

York.

Gronlund, N., (1998).  Assessment of student achievement.  Allyn and Bacon: 

Boston, Mass.

Lichtenbur, J. & Goodyear, R., (1999).  Scientist-practitioner perspectives and

what they mean.  Houghton Mifflin:  Boston, Mass.