EDUC 7015NA - Measurement, Assessment & Evaluation
Ngee Ann-Adelaide Education Centre - Quadmester 2 - 2016
General Course Information
Course Code EDUC 7015NA Course Measurement, Assessment & Evaluation Coordinating Unit School of Education Term Quadmester 2 Level Postgraduate Coursework Location/s Ngee Ann-Adelaide Education Centre Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites EDUC 7011/7011NA Introduction to Quantitative Methods Assumed Knowledge EDUC 6553/6553NA Assessment and Evaluation in Education Restrictions M Ed students only - Singapore Course Description This course assumes knowledge of introductory statistics/quantitative methods and is concerned with the major developments that have occurred during the past 30 years to improve the measurement and evidence-informed progress in education and human sciences. There are many models that are derived from Item Response Theory. This course focuses on those models developed by Georg Rasch and scholars working within the framework that he proposed with the use of the logistic function to transform data so that it would possess sound measurement and objective properties. The course adopts a practical approach, through the analyses and interpretation of datasets, and examines applications in assessment, evaluation and measurement, including test development, test scaling, standard setting, differential item/distractor functioning, test equating, item banking, and computer adaptive testing.
Course Coordinator: Associate Professor Sivakumar Alagumalai
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThe course introduces the broad concepts, theories and practices in assessment and evaluation. Students are also introduced to the theory of objective measurement with insights into the use of Rasch Measurement models and its applications in education and human sciences.
The course provides theoretical, collaborative-dialogue and hands-on sessions, and seeks to:
1) Present accessible overview of the basic principles of measurement, especially Rasch Measurement models (dichotomous, rating scale, partial credit, and many-facet data) and procedures;
2) Demonstrate how Rasch Measurement models and procedures can be applied to a number of common issues (item and person calibration, performance and judged data, DIF – item bias and DDF, problems with raw scores and rubrics, raters and markers) encountered by researchers;
3) Elucidate theoretical and methodological issues in measurement, assessment and evaluation;
4) Foster greater awareness in the fields of education and human sciences of the significance of sound measurement and reporting practices;
5) Create a platform for scholars to share applications of objective measurement principles and procedures for quality research inferences and policy decisions.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,2 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required Resources1 Alagumalai, S., Curtis, D., & Hungi, N. (2005). Applied Rasch Measurement: A Book of Exemplars (Eds.). The Netherlands: Springer. [Electronic Resource - UofA Library]
2 Boone, W.J., Staver, J.R., & Yale, M.S. (2013). Rasch Analysis in the Human Sciences. The Netherlands: Springer. [Electronic Resource - UofA Library]
3 Christensen, K.B., Krenier, S., & Mesbah, M. (2013). Rasch Models in Health (Eds.). Great Britain: ISTE Ltd. [Electronic Resource - UofA Library]
4 Additional readings and tutorial notes will be distributed in class (and through MyUni).
Recommended Resources1 Bond, T. and Fox, C. (2000) Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Hillside, NJ.: Erlbaum.
2 Masters, G.N. and Keeves, J.P. (eds) (1999) Advances in Measurement in Educational Research and Assessment. Oxford: Pergamon.
3 Smith, E.V. and Smith, R.M.(2004). Introduction to Rasch Measurement: Theory, Models and Application. Maple Grove, Minnesota: JAM Press
4 Thorndike, R. M. (2005), Measurement and Evaluation in Psychology and Education, Columbus, Ohio: Pearson.d in class (and through MyUni). R. M. (2005), Measurement and Evaluation in Psychology and Education, Columbus, Ohio: Pearson.
Learning & Teaching Activities
Learning & Teaching ModesA balance between ‘student centred’ and ‘teacher centred’ approaches to learning with emphasis on fostering an engaging learning pedagogy will be used in this course. Lectures will be supported by discussions and problem-solving practicals using computer programs which will require active participation from students.
No information currently available.
Learning Activities SummaryIntensive/ Session Key Concepts / Themes
1.Fri 6 May 16 [7-10pm]
Assessment and Evaluation in Education and the Human Sciences:
Reliability, Validity, and Bias
Introduction to Test Theory
2a.Sat 7 May 16 [1-4pm]
Classical Test Theory
Item Analysis and Reliability
Composite scores & classical (weak) true-score model
2b.Sat 7 May 16 [5-8pm]
Introduction to Measurement
Probabilistic models and Item Response Modeling; Rasch Measurement
Dichotomous & Polychotomous Formats
3a.Sun 8 May 16 [9-12pm]
Item characteristic curve, Person characteristic curve, Item Fit, Person Fit
Implications for test/questionnaire construction
3b.Sun 8 May 16 [12-4pm]
Rating Scale Analysis
Analysis of Partial Credit Model
Measures, scales and norms
Assignment 2: Diagnostic Test [20%] – in class
Thursday, 19 May 2016 Assignment #1 due: (by 4pm S’pore Time) – Upload onto MyUni
4.Fri 3 Jun 16 [7-10pm]
DIF (item) and DDF (distractor)
5a.Sat 4 Jun 16 [1-4pm]
Equating of Tests
Assignment #3 Presentation (Poster)
5b.Sat 4 Jun 16 [4-8pm]
Assignment #3 Presentation (Poster)
6a.Sun 5 Jun 16 [9-12pm]
Examining Rubrics & Standards
Facet Measurement; Saltus Model; Multidimensional Measurement
6b.Sun 5 Jun 16 [12-4pm]
Item Banking; Adaptive Testing
Summary and Conclusion (Next!)
Saturday, 11 Jun 2016 Summative Test (Assignment #4): (NAAEC - TBA)
Specific Course RequirementsThis course utilises an extended-evaluation copy of the CONQUEST (ACER) software application. Moreover, students will have access to large-scale datasets available from UNESCO, OECD and IEA research studies and websites. It is important for students to have access to a computer/laptop, and to install the relevant applications and datasets to undertake and complete all tutorial/SGD activities.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S)
Report - Compare and contrast CTT and Rasch Measurement Formative (Individual) 30% 1, 2, 3, 4, 5
Diagnostic Test 1 [in class] Formative (Individual) – 1 hour 20% 1, 2, 3, 4, 5, 6
Poster & Presentation – DIF, Raters and Ratings, Rating Scale, Partial Credit Model, Equating and Facet Analysis Summative (SGD - Pair Work) 20% 2, 3, 4, 6
Summative Test 2 [NAAEC - TBA] Summative (Individual) – 1.5 hours 30% 1, 2, 3, 4, 5, 6
No information currently available.
Submission1 Students must retain a copy of all assignments submitted.
2 All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission.
3 All group assignments must be attached to a Group Assignment Cover Sheet which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
4 Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism (refer to policy on plagiarism).
5 Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Students must apply to the lecturer concerned on the ‘Application for Extension’ form at the back of the Academic Program Handbook.
6 Late submission (past deadline) penalty applies (10% deduction for each day)
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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