Co
Course Outline
C
epartment and Number Semester Hours
ETR 530 3
esearch and Assessment
ourse Title
Test Construction and Evaluation
atalog Description
ssing relatively
intangible outcomes, through observational and judgmental techniques.
bjectives
he students will:
. ngths and weaknesses in
g content and behavioral construct of the intended student
6. d-
duct). (K, P, R)
. ency, variability, reliability, standard error of measurement, and
llege of Education
ourse Designator
D
Educational Technology,
R
C
C
Modern concepts of evaluation; preparation and use of teacher-made tests. Techniques of
item analysis and concepts of reliability and validity. Procedures for asse
O
T
1. Describe the role of assessment in educational settings (K)
2 Explain how to use assessment data to identify students’ stre
order to make instructional and achievement decisions. (K)
3. Define terminology relevant to the field of educational measurement. (K)
4. Write objectives indicatin
learning outcome. (K, P)
5. Demonstrate alignment between instruction and assessment. (K, P)
Create classroom assessments using traditional and alternative methods (e.g., paper-an
pencil tests, authentic, performance, portfolio, pro
7. Create methods for scoring assessment (K, P, R)
8. Explain the relationship between validity, reliability, and relevance (K, R))
9 Calculate central tend
item analysis. (K, P)
10. Explain and interpret the concepts of central tendency, variability, reliability, standardized error of measur
e
11. Explain the various methods of establishing reliability and specify the assumptions required for each type
(
a. Test-retest
b. Equivalent forms
rmulas 19, 20, and 21
nal objectives. (K, P, R)
c. Split-half
d. Kuder-Richardson Fo
12. Interpret test scores (K, P)
13. Interpret student performance in relation to instructio
