EDUC 7015NA - Measurement, Assessment & Evaluation

Ngee Ann-Adelaide Education Centre - Quadmester 4 - 2014

This course assumes a knowledge of introductory statistics and educational measurement and is concerned with the major developments that have occurred during the past 40 years to improve the measurement of human behaviour, learning and development in the fields of education, and the social and behavioural sciences. There are many models that are derived from Item Response Theory and this course focuses on those models developed by Rasch and scholars working within the framework that he proposed for the use of logistic and other functions to transform data so that it would possess sound measurement properties. The principle of measurement seeks to advance both student assessment and use of procedures if multivariate and multilevel analysis, particularly for the investigation of stability and change in human characteristics associated with learning and development.

  • General Course Information
    Course Details
    Course Code EDUC 7015NA
    Course Measurement, Assessment & Evaluation
    Coordinating Unit School of Education
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s Ngee Ann-Adelaide Education Centre
    Units 3
    Restrictions M Ed students only - Singapore
    Course Description This course assumes a knowledge of introductory statistics and educational measurement and is concerned with the major developments that have occurred during the past 40 years to improve the measurement of human behaviour, learning and development in the fields of education, and the social and behavioural sciences. There are many models that are derived from Item Response Theory and this course focuses on those models developed by Rasch and scholars working within the framework that he proposed for the use of logistic and other functions to transform data so that it would possess sound measurement properties. The principle of measurement seeks to advance both student assessment and use of procedures if multivariate and multilevel analysis, particularly for the investigation of stability and change in human characteristics associated with learning and development.
    Course Staff

    Course Coordinator: Associate Professor Sivakumar Alagumalai

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    The 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 3, 4, 5
    Skills of a high order in interpersonal understanding, teamwork and communication. 5
    A proficiency in the appropriate use of contemporary technologies. 2
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 3, 4, 5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4, 5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2, 3, 4, 5
  • Learning Resources
    Required Resources
    1. EDUC7015 Reader (Version 3, 2014)

    2. Additional readings and notes will be distributed in class (and through MyUni).
    Recommended Resources
    1. Alagumalai, S., Curtis, D., & Hungi, N. (2005). Applied Rasch Measurement: A Book of Exemplars (Eds.). The Netherlands: Springer.

    2. Masters, G.N. and Keeves, J.P. (eds) (1999) Advances in Measurement in Educational Research and Assessment. Oxford: Pergamon.

    3. Bond, T. and Fox, C. (2000) Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Hillside, NJ.: Erlbaum.

    4. Boone, W.J., Staver, J.R., & Yale, M.S. (2014). Rasch Analysis in the Human Sciences. Dordrecht: Springer.

    5. Smith, E.V. and Smith, R.M.(2004). Introduction to Rasch Measurement: Theory, Models and Application. Maple Grove, Minnesota: JAM Press

    6. Thorndike, R. M. (2005), Measurement and Evaluation in Psychology and Education, Columbus, Ohio: Pearson.
    Online Learning
    Trial version of the ConQuest software:
    http://www.acer.edu.au/conquest/conquest-faq
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.