PACIFIC INTERCONTINENTAL COLLEGE (PIC)

College of Education and Language

Master of Arts in Education
COURSE SYLLABI
2015 - 2016 Edition

I. EDMGT606 – ADVANCED MEASUREMENT AND EVALUATION

Professor: PIC Global Foundation Faculty Member
Email: globalfoundation@pic.edu.ph

II. REQUIRED TEXT

Test Better, Teach Better by W. James Popham (2003) is the

required textbook for this course.
https://books.google.com.ph/books?
id=J_N3wnkm5dwC&printsec=frontcover

III. COURSE DESCRIPTION

Concepts of measurement and evaluation, classroom test construction, creation and use of
derived scores, selection and use of published measurement instruments, alternative
assessment, and current issues.

IV. CREDIT: 3 units

Hours/Weeks/Term: 48 Hours/ 12Weeks/ 1 Term

V. COURSE OBJECTIVE

Students will:
 Describe current and future trends in educational measurement with no error.
 Describe "what to measure and how to measure".
 Described norm-referenced and criterion referenced tests.
 Describe and write educational goals and objectives.
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  Use item writing guidelines to construct test items, including all of the following types:
true, false, multiple choice, matching, short answer and completion.
 Use item writing guidelines to construct essay test items, including extended and
restricted response items.
 Develop a "test blueprint" for a unit of instruction to include objective, multiple-choice
test items and test key.
 Given sample data on test items, students will perform item analysis on test results and
describe how to improve a test.*
 Describe and construct a performance test.
 Describe the major strategies for: assigning student academic achievement grades,
factors that influence grading, and the influenceof student assessment strategies on
student performance.
 Describe and construct an instrument to measure attitudes and social behavior.
 Given sample statistics with group’s scores, students will calculate and describe the
properties of the following measures of central tendency including mean, mode and
median.
 Distinguish between measurements of validity and reliability and strategies for
estimating validity and reliability.
 Calculate and describe the properties of the following measures of variability;
frequencies and percents, variance, and standard deviation.
 Identify sources of available standardized tests, review technical manuals for reported
test development strategies, norming strategies, reported reliability and validity, and
locate critiques of tests.
 Interpret the meaning of derived scores from standardized tests and other measures
and review test content with respect to intended use.

VI. RUBRICS

Audio/Visual Evaluation Rubric

Level 1 (1 Point) Level 2 (2 Level 3 (3 Level 4 (4 points) Points

points) points)

Topic Topic is too Topic could be Appropriate for Challenging for 15

challenging or more speaker’s age speaker’s age
too easy for challenging for and skill level. and skill level.
speaker’s skill speaker.
level.
Technical Production Production Production Production 15
Quality techniques need techniques are techniques are techniques show
improvement. adequate. skillful. creativity in
presentation’s
composition.
Organization Production Production Organization Production shows 15
needs to be follows a logical assists a strong
more organized. progression. presentation of structure that
production. enhances effect
2
 of production.
Voice Volume, Voice and Voice and Volume, tone, 15
pronunciation or language are language are timing, inflection,
vocal variation adequate for skillful and and language are
needs the delivery of effective. used to enhance
improvement. the speech. presentation.
Manner and Appearance, Appearance Appearance Appearance and 15
Appearance body language and and mannerisms are
or gestures need mannerisms are mannerisms are presented with a
improvement. appropriate. presented with professional
business like demeanor and
conduct and personal style.
style.
Questions More practice is Questions Skillful answers Questions used 10
needed to answered or to questions to extend the
answer handled when and relates teaching of the
questions. unable to them to the presentation.
provide presentation’s
answers. purpose.
Effectiveness More practice is Audience Effort is shown Multiple 15
needed to interest is to enhance techniques are
maintain maintained. audience used to artfully
audience interest and and successfully
interest. involvement. create audience
interest.

GENERAL RUBRICS FOR WRITING

CRITERION A B C D E Percent
age (%)
Points

Thesis and Addresses the Addresses the Mostly Somewhat May 15

point of assignment assignment addresses the addresses the incompletely
view topic topic assignment assignment address the
completely; completely; topic; clear topic; thesis assignment
clear and clear thesis thesis. exists but topic; no
possibly with needs obvious
original thesis supporting clarification or thesis, or
with statement(s). strengthening. confused
supporting thesis.
statement(s).

Content/ Has clearly Uses specific Uses some Uses little Uses little or 15
evidence read around evidence evidence to evidence to
3
 the topic; uses adequately to support support thesis. no evidence.
specific support thesis. thesis.
evidence
persuasively to
support thesis.

Critical Demonstrates Analyzes Some analysis Little analysis Does not 15

Thinking thorough different of the topic of the topic; attempt to
analysis of the aspects of the from more may be one- analyze the
topic using topic using than one sided; mostly topic; may
appropriate appropriate perspective. description or simply
criteria; criteria; report. describe or
analyzes analyzes report.
underlying underlying
assumptions. assumptions.

References Summarizes Summarizes, Attempts Attempts to Attempts to 10

to sources paraphrases or paraphrases, summaries, summarize summarize
quotes or quotes well; paraphrases paraphrase or paraphrase
effectively; demonstrates or quotes; quote are or quote are
demonstrates basic cites all weak. Cites very weak.
good knowledge of sources; some some, but not Cites very
knowledge and MLA** citation knowledge of all sources; few if any
use of MLA** conventions; MLA** shows little sources;
citation includes citation knowledge or shows little
conventions; complete conventions; understanding or no
includes reference list. includes of citation knowledge
complete complete conventions; or
reference list. reference list. reference list understandi
missing or ng of citation
incomplete. conventions;
reference list
reference list
may be
missing or
incomplete.

Logical Constructs Constructs Pattern of Pattern of Pattern of 15

argument logical and logical reasoning is reasoning is reasoning is
persuasive argument mostly clear; sometimes mostly
argument using inductive there may be clear; there unclear;
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 using inductive or deductive one or two may be several there may
or deductive reasoning; logical logical be many
reasoning; largely avoids fallacies. fallacies. logical
avoids logical logical fallacies.
fallacies. fallacies.

Structure The The The The The 10

assignment is assignment assignment assignment is assignment
clearly shows mostly has an not well- is not well-
structured at good whole- adequate structured structured at
whole-text, text, overall overall; one or all of
paragraph and paragraph and structure, but progression these levels:
sentence level; sentence level there may be from idea to whole-text,
progression organization; occasional idea is often paragraph or
from idea to progression breakdowns confusing at sentence
idea is clear from idea to in progression paragraph or level;
and easy to idea is mostly from idea to sentence level. progression
follow. clear and easy idea at from idea to
to follow. paragraph or idea is
sentence unclear.
level.

Grammar, Uses a wide Generally uses Uses mostly Often uses Inappropriat 20
vocabulary variety of a variety of appropriate inappropriate, e, inaccurate
& usage appropriate vocabulary and vocabulary inaccurate or or extremely
vocabulary and grammatical and limited limited
grammatical structures grammatical vocabulary and vocabulary
structures; appropriately structures; /or and /or
carefully and accurately; some ESWE grammatical grammatical
edited; no Carefully departures structures; structures;
serious ESWE* edited; ESWE make the text many ESWE very many
departures. departures do hard to departures ESWE
not usually follow. Needs impede departures;
impede more careful meaning. no or little
meaning. editing. Needs editing. editing
apparent;
meaning is
difficult to
follow.

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Total 100

Grading System:
4.5 = A+ (Truly Exceptional Performance)
4.0 = A (Excellent Performance)
3.5 = B+ (Good Performance)
3.0 = B (Acceptable Performance)
2.5 = C+ (Marginally Acceptable Performance)
2.0 = C (Passing but below expectations for graduate work)
1.5 = D+ (Poor)
1.0 = D (Lowest Passing Grade)
0.0 = F (Academic Failure No Credit Earned)

VII. ACADEMIC INTEGRITY

Students are expected to be honest in all academic work. A student's name on
any in academic exercise shall be regarded as assurance that the work is the result of
the student's own thought and study. Offenses involving academic dishonesty include,
but are not limited to the following: cheating, computer dishonesty, plagiarism, grade
falsification, and collusion. Cheating/Academic Dishonesty/Plagiarism will not be
tolerated.

VIII. EVALUATION/ASSESSMENT
Mid Term and Final Exams- Student can summarized a report of the whole textbook and submit
power point presentation (ppt) per course and personal audio-video tutorial presentation per
course (equivalent for the finals and mid-term). PIC professor will email students on how to
make ppt and video presentation.

IX. COURSE CONTENT/LEARNING ACTIVITIES

Module One: How educational measurement affects teaching.

Objective: Students will describe current and future trends in educational measurement
and their effect on instruction.
Contents:
 Introduction E-mail Assignment - Getting to Know You!
 Educational Measurement Trends
 No Child Left Behind Act
 Benefits of pre-assessment
 How to use test results

Module Two: The Relationship Between Tests and the Curriculum

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 Objective: Students will assess the relationship between curriculum, instruction, and test
items. Students will analyze state and district content standards to establish appropriate
instructional strategies to prepare students for a standardized test.
Contents:
 Describe and write educational goals and objectives
 Describe "what to measure and how to measure".
 Incorporate diverse assessment approaches for an educational objective
 Evaluate and prioritize content standards to determine instructional strategy for testing.
 Describe the major strategies for assigning student academic achievement grades,
factors that influence grading, and the influence of student assessment strategies on
student performance.

Module Three: Constructing A Test and Understanding The Importance of Validity, Reliability,
and Bias
Objective: Students will express the importance of testing an assessment for validity,
reliability, and bias.
Contents:
 Distinguish between measurements of validity and reliability and learn strategies for
estimating validity and reliability.
 Calculate and describe the properties of the following measures of variability;
frequencies and percents, variance, and standard deviation
 Explain the steps to take in test design before creating test items.
 Compare and contrast the types of test items.
 Describe barriers to creating effective test questions and how to avoid the barriers.

Module Four: Designing Selected-Response Test Questions

Objective: Students will correctly illustrate constructed selected response test questions.
Contents:
 Use item writing guidelines to construct test items, including all of the following types:
true false, multiple choice, and matching

Module Five: Designing Constructed-Response Test Questions

Objective: Students will illustrate the correctly construct constructed response test
questions.
Contents:
 Use item writing guidelines to construct test items, including all of the following types:
short answer, completion, and essay test items, including extended and restricted
response items

Module Six: Mid-term

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Module Seven: Affective Assessment
Objective: Students will construct survey tools assessing attitudes, interests, and values.
Contents:
 Explain the benefits of using Likert inventories
 Describe and construct an instrument to measure attitudes, interests, values, and social
behavior.
 Describe and construct multidimensional inventories.
 Describe and construct confidence inventories.

Module Eight: Standardized Tests vs Standards Based Tests

Objective: Students will express the purpose of various factors that influence effects of
standardized tests. Students will compose and validate a standards based test
Contents:
 Given sample statistics with group scores, students will calculate and describe the
properties of central tendency including mean, mode and median.
 Describe the effects of socioeconomic status and standardized tests
 Compare and contract the effects of quantitative, verbal, and spatial aptitudes
 Identify sources of available standardized tests; review technical manuals for reported
test development strategies; norming strategies; reported reliability and validity; and,
locate critiques of tests.
 Interpret the meaning of derived scores from standardized tests and other measures
and review test content with respect to intended use
 Described norm-referenced and criterion referenced tests.
 Explain attributes of standards based tests.

Module Nine: Alternative Assessment Strategies

Objective: Students will apply the use alternative assessments in grading.
Contents:
 Create a rubric.
 Validate the use of performance based assessment.
 Critique the use of online assessment tools.

Module Ten: Evidence of Instructional Impact

Objective: Students will justify the use of pretests and post tests as evidence of
instructional impact.
Contents:
 Effective pre and post testing
 Compare and contrast results from a pretest to determine instruction
 Design a pre and post test to measure affective changes

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Module Eleven: Communicating With Others about Student Learning
Objective: Students will interpret test results and use feedback to support student
learning.
Contents:
 Compare and contrast appropriate and inappropriate uses of assessment information.
 Plan a parent conference or open house.
 Apply classroom assessment knowledge to an IEP.

Module Twelve: Final Exam