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SCHOOL OF EDUCATION 1717 S. Chestnut Ave. Fresno, CA 93702-4709 www.fresno.edu
SCHOOL OF EDUCATION
1717 S. Chestnut Ave.
Fresno, CA 93702-4709
www.fresno.edu

PPS 710 Assessment and Measurement

Semester/Year: Fall 2018 Units: 3 Units Campus and Room: Merced Campus Building 1, Room 101

Instructor: Kelly J. Bentz, Ph.D. Office Hours: As Arranged Office Location: FPU Merced Adm Room 206 Office Phone number: 209-354-5813 Cell: 209-617-8540 Email: Kelly.bentz@fresno.edu Estimated Response Time: 24-48 hours

Length: 8 weeks: (8.28.18 10.19.18) Schedule All classes meet on:

Time: 5:15 PM 8:15 PM

Delivery Mode: Blended (combination of face to face and online) Supplementary Course Materials accessed through Moodle: https://learning.fresno.edu

Course Description

This course is designed to allow students to gain knowledge and skills regarding the use of formal and

informal tests and procedures by both school counselors and school psychologists. The relationships of various assessment instruments to a variety of learning theories will be addressed. Students will learn how assessment data is utilized to inform instructionally-related intervention strategies within the context of multitiered systems of supports in educational settings. The importance of early intervention will be stressed. Best practices for communicating assessment results to a variety of audiences including the children themselves, parents, teachers, administrators, and community agencies, will be provided.

Student Learning Outcomes for this Course:

  • 1. Students will demonstrate knowledge of appropriate models of assessment and application of appropriate and technically adequate methods of assessment for purposes of ensuring results- based accountability. (CTC Generic 4)

  • 2. Students will demonstrate knowledge of characteristics of pupils whose academic progress is less than satisfactory and knowledge of assessment procedures including tests, record reviews, observations, and interviews as part of the process of early identification of learning problems within a Multi-tiered System of Support. (CTC Generic 5)

  • 3. Students will demonstrate knowledge of barriers to learning, including principles and methods to: (a) help pupils overcome barriers to learning and (b) learn effective strategies to plan, organize, monitor and take responsibility for their own learning. (CTC Generic 2, 11)

  • 4. Students will demonstrate knowledge of the influence of cultural and linguistic factors on the validity and appropriate interpretation of assessment instruments. (CTC Generic 4)

  • 5. Students will demonstrate an ability to interpret and communicate results of standardized, norm-referenced, and other assessment information to parents, school staff and the community. (CTC Generic 4)

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6.

Students will demonstrate knowledge and application of consultation principles and practices used to assist school staff in learning about the interpretation of test results and the improvement of learning and achievement. (CTC Generic 10)

  • 7. Students will demonstrate knowledge about appropriate methods of assessment based on principles of learning theory for the purpose of planning, monitoring student progress and supporting effective instructional interventions for individual and groups of students. (CTC Generic 4)

  • 8. Students will demonstrate knowledge of pertinent computer-based technology including electronic scoring, data management systems, computer-based presentation applications, pertinent hardware and software for reporting purposes and communication of assessment results and progress monitoring. (CTC Generic 15)

PPS Mission Statement

Operating within a Christian framework, the Pupil Personnel Services program seeks to provide returning professionals and traditional students an opportunity to become agents of change in their

students’ individual strengths and needs within the program’s three interwoven components, which

are theory, application, and self-development.

Required:

Drummond, R. J., Sheperis, C. J. & Jones, K. D. (2016).

Assessment Procedures for Counselors and

Helping Professionals (8 th Edition). Pearson Education, Inc. Upper Saddle River, New Jersey.

ISBN: 978-0-13-285063-6 ---ISBN : 0-13-285063X

Handouts, postings and other recommended resources on Moodle provided by Instructor

Recommended:

Sattler, Jerome M. & Hoge, Robert D. (2015) Foundations of Behavioral, Social and Clinical Assessment of Children (6 th Edition). Jerome M. Sattler, Publisher, Inc.: San Diego, CA. ISBN-10: 0970267126

Learning Activities and Assignments:

Class Participation: Class attendance is mandatory. Therefore, it is expected that every student will attend every class session for the entire session. Coming to class late or leaving early will result in a decrease of attendance points. It is also expected that every student will fully participate in all class functions. If a student must miss two sessions or more due to a catastrophic event, talk to your instructor. You may have to discuss taking the course during a different session with your Program Director. (35 Points)

Moodle Forum Discussion & Activities Overview: Class participation in this course requires weekly interaction with your fellow students and professor via Moodle forums and other on-line activities. A forum discussion prompt will be provided in Moodle for the week the forum discussion post is due. All postings and comments on Moodle should be of substance. Students should spend time reflecting and statements should be of graduate level while responding to each point listed. Comments that include slang or informal comments are not considered constructive or scholarly. Feedback and comments

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should reflect contemplation and application. You must post a response to the prompt, then post on at least two other students’ posts to receive full credit for the assignment. All assignments, apart from your Assessment Binder, will be submitted electronically through Moodle. (170 Points)

If you need login assistance, contact IT services via e-mail: helpdesk@fresno.edu or phone (559)-453- 3410) For Moodle trouble-shooting, contact the Center for Online Learning: col.fresno.edu or phone (559) 453-3460.

Assessment Resource Electronic Portfolio: Students will compile notes, handouts, brochures, assignments, and any other resources received throughout the course of this class, in an ORGANIZED fashion in an electronic portfolio to be shared with the instructor. Portfolio will be due on the final night the class meets. (30 Points)

Matching Assessments to Referral Questions: Your instructor will provide an academically-related referral question. You are to choose at least two assessment instruments to address the referral question. You will then write a three-page reflection thoroughly explaining your rationale for choosing those assessments to address the referral question. You will also describe how you would effectively communicate the results of your assessment to the referral source. (40 Points)

Journal Article: Students will find a relevant peer-reviewed journal article regarding assessment bias and write a two-page summary of the article, including impressions, evaluation, critique and utility of information shared in the article. Students will also share a brief summary of the article orally in class. (20 Points)

Mid-Term Exam: The midterm exam will focus on demonstrating your understanding of psychometrics. Format will include multiple choice and short-answer. The exam is open-book and you may take as much time as your like, but you will need to upload to Moodle by the deadline specified on the course calendar. (75 Points)

Self-Assessment: Students will complete a self-assessment using an instructor-assigned test. Students will summarize the results, interpret the results, then discuss impressions of the experience in a two-to three-page reflection. (30 Points)

Final Exam: For the final exam students will be provided six scenarios frequently encountered in the educational setting. Students will choose two of the scenarios to form responses that demonstrate accurate application of course content. Your response will identify what assessment(s) you would use and a clear rationale about why you would use the assessment. Students must also address how the information gained from the assessment results would inform interventions provided. The test will be open-book and you have three days to respond. Maximum of 6 pages (double-spaced, APA forma). (100 Points)

Test Critique Signature Assignment: Students will complete a comprehensive critique of a commonly

used assessment instrument.

Guidelines for completion of this assignment will be thoroughly

discussed on the first night of class. Assignments will be scored according to the following Rubric. Students will present their Critique on the last night the class meets. A simple, brief outline of your report/presentation should be disbursed to all students and the instructor before the presentation is given. (100 Points)

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Signature Assignment Grading Rubric:

Criteria/

Does Not Meet

Approaches

Meets

Exceeds Criterion

PPS CTC

Criterion (0.00-

Criterion

Criterion (2.01-

(3.01-4.00)

Standards/PSLO

1.00)

(1.01-2.00)

3.00)

Criterion: Description

Fails to choose

Chooses

Selection and

Selection and

of Assessment

an assessment

instrument

description of

description of

Assignment contains a

instrument

tangential to

assessment

assessment

thorough description of

appropriate to

the

instrument

instrument

an assessment

an educational

educational

used in

commonly used in

instrument commonly

setting. Fails to

setting.

education is

educational setting

used in educational

provide a clear

Rationale for

complete.

is complete.

settings. Description

rationale for

choice is weak.

Rationale for

Rationale for

includes instrument’s

choosing the

Some

choice is

choice is clearly

relationship to learning

instrument and

important

stated.

communicated.

theory and/or

description is

components of

Description is

Description

educational psychology.

incomplete.

the

complete and

includes all

Does not

assessment

relationship to

components and

CTC

include

instrument are

learning theory

forms of the

Generic: 4, 11

mention

left out of

and/or

instrument.

learning theory

description.

educational

Relationship to

and/or

Learning

psychology is

learning theory

educational

theory stated

noted.

and/or educational

Weight: 20 %

psychology in response.

but not integrated.

psychology is fully explained.

Criterion:

Validity,

Validity,

Validity,

Validity, Reliability

Development of

Reliability &

Reliability &

Reliability &

& Norming data

Measurement

Norming data

Norming data

Norming data

and process

This area addresses

not mentioned.

reported, but

addressed and

summarized in a

Validity, Reliability,

not explained.

some reference

succinct & clear

Norming & supportive

for statistical

format. Relevant

statistical information

support cited

statistical support

from the manual.

from manual.

described in

CTC:

comprehensible detail.

Generic 4

Weight 15%

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Criterion: Scoring

Does not

Includes a

States how to

Fully describes how

Interpretation

address how

statement

use assessment

assessment results

Connects assessment

obtained

about how

results describe

may be utilized and

results to a student’s

results may be

assessment

a student’s

communicated to

educational

used within the

results could

development

describe students’

development and

educational

be used.

and

developmental

classroom-based

context.

plan/evaluation

levels, develop and

interventions

educational

evaluate the

interventions.

effectiveness of

CTC:

educational

Generic: 2, 4, 5

interventions.

Weight: 15%

Criterion: Uses and

Does not

Addresses

States cultural

Clearly states the

Limitations:

include any

strengths and

and linguistic

influence of

Recognizes and

strengths or

weaknesses of

biases and

cultural and

articulates assessment

weakness,

the

strengths and

linguistic factors,

instrument’s strengths

including

assessment

weaknesses of

strengths and

& weaknesses, and how

potential

instrument in

the assessment

weaknesses and

these issues influence

biases. Does

general terms,

instrument.

describes

the use of the

not mention

but does not

Addresses how

educational

assessment tool.

MTSS.

address

instrument

ramifications of

Incorporates MTSS into discussion concerning uses

cultural or linguistic factors. Does

could be used with MTSS.

mis-use of tests for the child and educational

CTC:

not mention relationship to

stakeholders. Includes MTSS in

Generic: 2, 4, 5

MTSS.

discussion.

Weight: 20%

Criterion: Reflection

Does not

Addresses own

Clearly

Clearly articulates

Incorporates all the

CTC:

include own

impression

articulates own

own impressions

information they have

impression

about the

impressions

about the

gathered about the

about the

assessment

about the

assessment

assessment and clearly

assessment

instrument but

assessment

instrument and

articulates how they

instrument.

does not

tool. supports

supports rationale.

would use the assessment. Includes how the instrument would be used in an evaluation

support with rationale or describe how it could be used.

with rationale and describes how it could be used in an evaluation.

Describes how could be used as an evaluation in multiple educational contexts and/or settings.

Generic: 4

Weight: 20%

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Criterion: Presents ideas clearly and correctly in written form within APA format

Surface errors are pervasive enough that they impede communication

Page

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but not overly

Prose is free of mechanical errors. A variety of sentence structures are

Weight: 10%

of meaning. Inappropriate word choice and/or

Inconsistencies in language, sentence structure,

distracting to the reader. Correct sentence

used. Writer is clearly in command of standard, written, academic

sentence construction are used; APA format and style are not evident.

and/or word choice are present. Title page is present, though missing APA elements; in-text

structure and a language are used. All key elements of an APA title page are present; in- text citations

English. A broad understanding of APA format and style is evident. Accurate citations and references are presented.

requirements

citations, used

and references

No APA errors

were not

but formatted

Mechanics of

evident.

followed.

inaccurately.

writing are reflective of APA style.

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Course Calendar

   

Direct

Independent

Assignment Points

   

Instruction

Work

Weekly Assignments

Class Hours

Estimated D.I.

Online Hours

Estimated

Homework Hours

Due Day

Due Date/ Time

Week 1 Aug. 28th - Sept. 3rd

3.0

2.00

11.00

25

Class Discussion Topics: Introductions, Syllabus, Assess, Test, Measure, Origins of Testing, Types of Tests

3.0

   

5

Tu

8.28.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 1: Introduction to Assessment

     

3

   

9.4.18

- 5:15

PM

Ch. 2: Methods & Sources of Assessment Information

     

3

   

9.4.18

- 5:15

PM

Ch. 17: Ethical and Legal Issues in Assessment

     

3

   

9.4.18

- 5:15

PM

Moodle Forum Research & Responses:

           

Response to Intervention Web Quest Forum

   

1

 

10

 

9.4.18

- 5:15 PM

Forum Response to Learning Theory

   

1

 

10

 

9.4.18

- 5:15

PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

     

2

   

10.16.18

- 5:15 PM

Week 2 Sept. 4th - Sept. 10th

3.0

2.00

18.00

25

Class Discussion Topics: Mental Measurement Yearbook, Tests in Print, Tests Selection Process, Ethics, Laws, Control and Use of Tests, User Qualifications

3.0

   

5

Tu

9.4.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 3: Statistical Concepts

     

4

   

9.11.18

- 5:15 PM

Ch. 4: Understanding Assessment Scores

     

4

   

9.11.18

- 5:15 PM

Ch. 5: Reliability

     

4

   

9.11.18

- 5:15 PM

Ch. 6: Validity

     

4

   

9.11.18

-5:15 PM

Moodle Forum Research & Responses:

           

Multitiered System of Support Webquest

   

1

 

10

 

9.11.18

- 5:15 PM

Forum Response to Learning Theory

   

1

 

10

 

9.11.18

- 5:15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

     

1

   

10.16.18

- 5:15 PM

Start Reviewing Referral Questions & Possible Assessments

     

1

   

9.25.18

- 5:15 PM

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Week 3 Sept. 11th - Sept. 17th

3.0

4.00

20.00

65

Class Discussion Topics: Test Manuals. Structure & Format, Central Tendency, Reliability, Validity, Interpreting Psychometrics

3.0

   

5

Tu

9.11.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 7: Sel., Admin. Scoring & Interpreting

   

4

   

9.18.18

- 5:15 PM

Ch. 8: Assess. of Intelligence & Gen. Ability

   

4

   

9.18.18

- 5:15 PM

Ch. 9: Assessment of Achievement

   

4

   

9.18.18

- 5:15 PM

Moodle Forum Research & Responses:

           

Research Articles Forum Responses

 

3

 

20

 

9.18.18

- 5:15 PM

Forum Response to Cognitive Theory

 

1

 

20

 

9.18.18

- 5:15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

   

1

   

10.16.18

- 5:15 PM

Continue Reviewing Referral Questions & Possible Assessments

   

1

   

9.25.18

5:15 PM

Complete Journal Article Review, Upload to Moodle & Prepare for Discussion of Article for Next Week in Class

   

4

20

 

9.18.18

- 5:15 PM

Study for Midterm Exam

   

2

   

9.25.18

- 5:15 PM

Week 4 Sept. 18th - Sept. 24th

3.0

4.00

28.00

170

Class Discussion Topics: Share Journal Article Reviews, Theories of Intelligence & Cognition, Achievement Testing

3.0

   

5

Tu

9.18.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 10: Assessment of Aptitude

   

4

   

9.25.18

- 5:15 PM

Ch. 11: Career & Employment Assessment

   

4

   

9.25.18

- 5:15 PM

Ch. 12: Personality Assessment

   

4

   

9.25.18

- 5:15 PM

Moodle Forum Research & Responses:

           

Take Midterm Exam on Moodle

 

2

 

75

 

9.25.18

- 5:15 PM

Synthesis of Learning & Cognitive Theory

 

2

 

20

 

9.25.18

- 5:15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

   

1

   

10.16.18

- 5:15 PM

Write Up Referral Question & Assessment Choice Paper

   

3

40

 

9.25.18

- 5:15 PM

Complete Self-Assessment Activity - Upload to Moodle

   

6

30

 

9.25.18

- 5:15 PM

Begin Researching Test to Critique

   

6

   

10.16.18

- 5:15 PM

Week 5 Sept. 25th - Oct. 1st

3.0

2.00

13.00

25

Class Discussion Topics: Aptitude, Vocational & Personality Assessments

3.0

   

5

Tu

9.25.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 13: Clinical Assessment

   

3

   

10.2.18

- 5:15 PM

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Ch. 14: Assessment in Education

   

3

   

10.2.18

- 5:15 PM

Moodle Forum Research & Responses:

           

What Test to Use and Why? Forum

 

1

 

10

 

10.2.18

- 5:15 PM

What Test to Use and Why ? Forum

 

1

 

10

 

10.2.18

- 5:15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

   

1

   

10.16.18

- 5:15 PM

Work on Test Critique

   

6

   

10.16.18

- 5:15 PM

Week 6 Oct. 2nd - Oct. 8th

3.0

2.00

19.00

25

Class Discussion Topics: School Assessment Programs and MTSS, Using Assessment Results for Data-Based Decisions

3.0

   

5

Tu

10.2.18

- 8:15 PM

Reading in Preparation for Next Week:

           

Ch. 15: Assessment of Diverse Populations

   

3

   

10.9.18

- 5:15 PM

Ch. 16: Communicating Assessment Results

   

4

   

10.9.18

- 5:15 PM

Moodle Forum Research & Responses:

           

Forum Diversity & Educational Psychology

 

1

 

10

 

10.9.18

- 5:15 PM

Forum Well-Written Assessment Reports

 

1

 

10

 

10.9.18

- 5: 15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

   

1

   

10.16.18

- 5:15 PM

Work on Test Critique

   

6

   

10.16.18

- 5:15 PM

Begin to Review for Final

   

5

   

10.19.18

- Midnight

Week 7 Oct. 9th - Oct. 15th

3.0

4.00

12.00

115

Class Discussion Topics: Assessing Diverse Populations, Effective Report Formats, Revisited Laws & Ethics

3.0

   

5

Tu

10.9.18

- 8:15 PM

Moodle Forum Research & Responses:

           

Law & Ethics Forum Post

 

2

 

15

Tu

10.16.18

- 5:15 PM

What Assessment to Use and Why?

 

2

 

15

Tu

10.16.18

- 5:15 PM

Work on Assignments:

           

Assessment Resource Electronic Portfolio

   

1

 

Tu

10.16.18

- 5:15 PM

Complete Test Critique & Prepare Handout & Uploade To Moodle

   

6

80

Tu

10.16.18

- 5:15 PM

Continue Review for Final

   

5

     

8 October 16th - October 19th

3.0

0.00

15.00

150

Class Discussion Topics: Test Critique Presentations

3.0

   

20

Tu

10.16.18

- 8:15 PM

Study for Final

   

10

     

Take Final Exam on Moodle

   

5

100

Fri

10.19.18

- Midnight

Share Assessment Resource Electronic Portfolio

     

30

Tu

10.16.18

- 5:15 PM

           

IDEA Survey - In

COURSE TOTAL

24.0

20.00

136.00

600

Class

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Assessments/Grades (Points) Estimated Hours

 

Estimated

Points

Hours

Face to Face Class Participation

 

24

35

Moodle Forum Discussions

 

20

170

Test Resource Electronic Portfolio

 

7

30

Matching Assessments to Referral Questions

6

40

Journal Article Addressing Assessment Bias

4

20

Midterm Exam (Including Review for Exam)

4

75

Self-Assessment Summary

 

6

30

Final Exam (Including Review for Exam)

 

35

100

Signature Assignment Test Critique & Presentation

18

100

Total Reading

 

56

-

Total

180

600

Grading:

 

Points Earned

Grade

 

546

- 575

A

517

- 545

A-

500

516

B +

477

- 499

B

460

- 476

B-

442

- 459

C+

419

- 441

C

402- 418

C-

Course/Classroom Policies

Success in this course requires you to engage in professional reading, dialogue with colleagues, analysis, reflection, and professional writing at the graduate level. The performance indicators of success are:

Actively participating and contributing to all discussion.

Making relevant comments and asking relative questions that provoke extended and clarified

understanding of course content, Completing all course requirements.

Demonstrating interaction and commitment to building a community of practice among

colleagues. Assuming responsibility for your own learning and supporting the learning of your colleagues.

Completing written assignments that demonstrate graduate level research, analysis, content depth, inquiry, and composition (syntax, grammatical structure, punctuation, spelling, and active voice).

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Research: As research lies at the core of all scholarly endeavors and forms the foundation for professional praxis, it is a vital component of your training program. Peer- reviewed journal articles from professional publications must be incorporated throughout the assigned activities developed to meet the competencies for this course. Each student will integrate the findings of current peer-reviewed research in their submitted assignments for this course. This practice ensures that each student remains on the cutting edge of praxis within the field of pupil personnel services through the integration of current research within the specific scope of the required standards for this course. A Reference page should accompany each applicable assignment as a resource reflecting current relevance.

ALL ASSIGNMENTS THAT ARE TO BE SUBMITTED USING APA 6 TH EDITION FORMATTING INCLUDING, BUT NOT LIMITED TO:

Times New Roman

12 pt.

Papers should be double spaced

1 inch margins top, bottom, left and right sides

Cover Page with Title, university name, and your name and Running header

Running header on each page

Page numbers should be top right

Word doc format

Directions for Submission of Assignments

All assignments will be submitted electronically per the assignment guidelines

provided on Moodle. Unless otherwise noted, written assignments MUST be submitted in Word format (doc, docx) and uploaded to Moodle. Other formats will not be accepted nor scored. If you have any questions about assignment submission procedures email your instructor. Please

use PPS 710- topic or assignment name in questionin the Message line. Please allow 24 hours for a response, excluding holidays and weekends. Please allow at least 1 week for assignment grading to be posted on Moodle

Pupil Personnel Services Division Policies

Grade Distribution Philosophy

If you are new to graduate school, you need to adjust your thinking about grades from your undergraduate experience. Whereas a C is the average undergraduate grade, the B is the average graduate grade. The philosophy of the Pupil Personnel Division at Fresno Pacific University is that the grade of A is reserved for work that is outstanding, above the usual level of graduate performance. Therefore, if you receive a B grade, you are producing appropriate graduate level work.

Absence Policy Attendance is necessary for successful learning. Students are expected to be present and engaged throughout each class meeting. Students arriving late or leaving early will be noted for

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consideration in participation grades. Each student is allowed two absences. A third absence may put you at risk for failing the course.

Incomplete Policy Incomplete grade requests will be considered per university policy. A student may request an incomplete only when unavoidable circumstances make it impossible to complete all course requirements (e.g. illness, accident or death in the immediate family.) A written medical excuse is required when the request is based on accident or illness.

Late Work Policy Late assignments will receive a 10 % reduction in value per week for up to four weeks. After four weeks, the assignment will be given a zero credit grade. Per university policy, late work cannot be accepted after the last day of the term.

Technology Policy The special education division recognizes the need to use technology in the classroom environment. Students using technology for activities outside the scope of the classroom discussion may lose the privilege of using technology in the classroom.

Turnitin Policy All signature assignments must be turned in to ELumen. Signature assignments not submitted through ELumen will receive a 10% grade deduction. Signature assignments will need to be submitted to Turnitin.com. Originality reports should reflect a 10% or less similarity not including cited material and references. Students who wish to use Turnitin.com directly in order to check their paper for originality prior to turning it in for grading may do so. Your professor will provide each class with Class ID and Enrollment Password if appropriate.

Written Assignments All Papers must be written APA 6th edition format. Students should bookmark:

http://owl.english.purdue.edu/owl/resource/560/01/ Students are also encouraged to purchase the following text:

American Psychological Association (2009). Publication manual of the American psychological association (6th Ed.). Washington, D.C. American Psychological Association. Papers not submitted in APA 6th edition, will be returned ungraded.

University Policy and Procedures

Students are responsible for becoming familiar with the information presented in the Academic Catalog and for knowing and observing all policies and procedures related to their participation in the

university community. A University Policy Summary may be found on the university website at https://www.fresno.edu/students/registrars-office/university-policies. Read each of the following policies prior to starting class.

Date syllabus last revised 8.24.18 kjb

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