This document provides a course syllabus for a Psychometric Theory course taught at the American School of Professional Psychology in Dallas. The syllabus outlines the instructor's information, a course description, prerequisites, required textbooks and articles, learning outcomes, assignments and grading scale. The course is designed to provide students with an introduction to key concepts in psychometric theory, including reliability, validity and item development. Students will learn how to evaluate psychological measures and develop their own measure to assess a psychological construct. The syllabus provides policies on attendance, academic dishonesty, disabilities and expected professional conduct. It also outlines a test development project where students will conceptualize a psychological construct and develop a corresponding measure throughout the semester.
A RESEARCH ON EFFECT OF STRESS AMONG KMPh STUDENTS Natrah Abd Rahman
Stress is the feeling that is created when we react to particular events. It can make you feel threatened or upset. It is a combination of psychological, physiological and behavioral reactions that people have in response to events that threaten or challenge them.
A RESEARCH ON EFFECT OF STRESS AMONG KMPh STUDENTS Natrah Abd Rahman
Stress is the feeling that is created when we react to particular events. It can make you feel threatened or upset. It is a combination of psychological, physiological and behavioral reactions that people have in response to events that threaten or challenge them.
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Free notes of this slide available at
https://planting-seeds-growing-minds.blogspot.com/2019/06/contents-different-type-of-test-for.html
https://www.youtube.com/watch?v=UG-puD1pSgI&ab_channel=DianaUniversityofDummies
Different type of test for the purpose of counselling
Journal Club: Role of Active Learning on Closing Attainment GapChris Willmott
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
experimental psychology history, experimental psychology lecture, beginning of experimental psychology, experimental method in psychology in English, experimental psychology introduction, a level psychology experimental method, nature of experimental psychology, experimental psychology overview
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http://jobsforworld.blogspot.com/2015/12/presentation-of-education.html
Different Type of Test for The Purpose of Counselling (https://www.youtube.co...Tasneem Ahmad
Free notes of this slide available at
https://planting-seeds-growing-minds.blogspot.com/2019/06/contents-different-type-of-test-for.html
https://www.youtube.com/watch?v=UG-puD1pSgI&ab_channel=DianaUniversityofDummies
Different type of test for the purpose of counselling
Journal Club: Role of Active Learning on Closing Attainment GapChris Willmott
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
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Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
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PYCL 0608 - Psychological Testing for Individual Evaluation
I. Course Information
Course: PYCL 0608 - Psychological Testing for Individual Evaluation
Semester Credit Hours: 3.0
Course CRN and Section: 32124 - L02
Semester and Year: Winter 2020
Course Start and End Dates: 01/06/2020 - 05/03/2020
Building and Room: Online Venue - CANVAS
II. Instructor Information
Professor: Noreen Ariel Commella
Email: [email protected]
III. Class Schedule and Location
Day Date Time Location Building/Room
01/06/2020 - 05/03/2020 On-line Course Online Venue-CANVAS
IV. Course Description
This course surveys frequently used tests of aptitude, interest, and personality. Test content, purpose,
psychometric properties, administration, and scoring procedures are compared and evaluated. Issues of
test use with culturally diverse populations are addressed. Prerequisite: PYCL 0507.
V. Learning Outcomes
1) Understand historical perspectives concerning the nature and meaning of assessment.
2) Understand methods of effectively preparing for and conducting initial assessment meetings.
3) Understand "procedures for assessing risk of aggression or danger to others, self-inflicted harm or
suicide” and the “use of assessments for diagnostic and intervention planning purposes.”
4) Understand basic concepts of standardized and non-standardized testing, norm-referenced and criterion-
referenced assessment, and group and individual assessments.
5) Understand statistical concepts, including scales of measurement, measures of central tendency, indices
of variability, shapes and types of distributions, and correlations.
6) Understand reliability and validity in the use of assessments.
7) Understand use of assessments relevant to academic/educational, career, personal, and social
development.
8) Understand use of environmental assessments and systematic behavioral observations.
9) Understand use of symptom checklists, personality, and psychological testing and the use of assessment
results to diagnose developmental, behavioral, and mental disorders.
10) Understand ethical, culturally and developmentally relevant strategies for selecting, administering, and
interpreting assessment and test results.
Relevant Accreditation Standards Met:
Course
Objective
CACREP
Standard*
Content/Assignments
Generated: 3/20/2020 Page 1 of 13
https://appcentral.nova.edu/app/syllabi/#
https://appcentral.nova.edu/app/syllabi/#
1 2. F. 7. a. Article: Carson, J. (2014). Mental testing in the early twentieth
century: Internationalizing the mental testing story.?History of
Psychology,?17(3), 249-255.
2 2. F. 7. b. KPI Assignment: Assessment Plan
3 2. F. 7. c. KPI Assignment: Assessment Plan
3 2. F. 7. e. Article: Youngstrom, E., Choukas-Bradley, S., & Calhoun, C. (2015).
Clinica ...
Psychology Education And Training In The United StatesMarco Peña
Psychology Education and Training in the United states by Nadia Hasan & Jae Yeon Jeong. Presentation in the Symposium by invitation: "Advances in Psychology Education around the world" in XXXII Interamerican Congress of Psychology in Guatemala, 2009
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. THE AMERICAN SCHOOL OF PROFESSIONAL PSYCHOLOGY
DALLAS
COURSE SYLLABUS
PP7230: Psychometric Theory
Wednesday 6:30 PM to 9:20 PM
Fall 2010
Room 218
Faculty Information
Instructor’s Name: Mark W. Matthews, PhD
Office Location: 203
Office Hours: Mondays: 1:00 PM to 3:00 PM
Tuesdays: 1:00 PM to 4:00 PM
Wednesdays: by appointment
Thursdays: 10:00 AM to Noon
Phone Number(s): Office: (214) 459-2221
Email Address: mmatthews@argosy.edu
Short Faculty Bio: Dr. Matthews is an Assistant Professor in Argosy’s PsyD program and a
Licensed Clinical Psychologist. He has an academic and practical history
in psychological assessment, psychometric theory, and the application of
psychometric theory to assessment issues. As an instructor, he has
taught personality assessment for over 15 years. As a researcher he has
investigated graduate student opinions about Sigmund Freud and
Psychoanalysis. In his private practice, he has spent over a decade
conducting psychological assessments. Furthermore, beyond his
undergraduate and graduate education in the subject, he taught
psychometric theory as a graduate TA. His knowledge, skills, and
abilities in this area impact how he teaches assessment, conducts
research, and how he utilizes psychological measures in his practice. For
example, in assessment courses, he spends a substantial amount of time
not just teaching how to administer, score, and interpret a measure, but
ensuring the students are knowledgeable about item development, text
construction, reliability, validity, potential for bias, and generalizability.
As a researcher, he has applied item response theory (IRT) to his
aforementioned work on student opinions. Moreover, in a previous role
as director of clinical training, he analyzed the program’s comprehensive
exam. This analysis included assessment of item response distributions
and item difficulty. Finally, in his practice, he has developed a set of
local clinical norms for the Personality Assessment Inventory (PAI) and the
Parenting Stress Index (PSI). Specifically, the norms are for parents
referred for psychological evaluations by Child Protective Services.
When the university decided to offer a course in psychometric theory,
Dr. Matthews volunteered to create the syllabus and presently teaches
the course.
2. PP7230 Fall 2010 2
Syllabus is subject to change by instructor
Course Catalogue Description:
This course is designed to provide students an introduction to the key concepts of
psychometric theory (e.g., assessment theory, reliability, validity, item development, norm
referencing, ethical and professional issues in assessment) as they apply to the practice of
clinical psychology. To this end, the course is designed to provide students the skills necessary
to evaluate, choose, implement, and interpret psychological tests and measures commonly
employed in the practice of clinical psychology. Furthermore, students will be introduced to
the foundational knowledge of test development theory. To this end, the course will examine
classical test theory views of reliability and item analysis, validity, and test development
principles. Finally, modern approaches to test theory, including item response theory and
generalizability theory are covered.
Course Prerequisites:
None
Technology:
Access to MS Office (i.e., Word, Access, Excel, and PowerPoint) for word processing, slide
shows, and database programs is required. MS Office 2007 required
Access to Microsoft Internet Explorer 6.0 or higher to access class website
Adobe Acrobat Reader 7.0 or higher to download and print protocols and other handouts
XMind to use mind maps
You can obtain a free open-source copy at http://www.xmind.org/. You do NOT need to
purchase the Pro version to utilize the mind maps from class.
Course Length, Contact Hours, Credit Value:
Course: 15 weeks, 45 hours, 3 units
Required Textbooks:
Crocker, L., & Algina, J. (2006). Introduction to Classical and Modern Test Theory
Embretson, S. E., & Reise, S. P. (2000). Item Response Theory for Psychologists, 2nd Ed.
Required Journal Articles:
Campbell, D. P., & Fiske, D. W. (1959). Convergent and discriminant validity in the multitrait-
multimethod matrix. Psychological Bulletin, 56, 81-105.
Comrey, A. L. (1988). Factor-Analytic Methods of Scale Development in Personality and
Clinical Psychology. Journal of Consulting and Clinical Psychology, 56(5), 754-761.
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological
Bulletin, 52, 281-302.
Embretson, S. E. (1996). The new rules of measurement. Psychological Assessment, 8, 341-349.
Schmitt, N., & Stults, D. M. (1986). Methodology review: Analysis of the multitrait-
multimethod matrices. Applied Psychological Measurement, 10, 1-22.
Schwarz, N. (1999). Self-reports: How the questions shape the answers. American Psychologist, 54,
93-105.
3. PP7230 Fall 2010 3
Syllabus is subject to change by instructor
Shavelson, R. J., Webb, N. M., & Rowley, G. L. (1989). Generalizability theory. American
Psychologist, 44, 922-932.
Recommended Textbook:
Morey, L. C. (1991). Personality Assessment Inventory professional manual. Odessa, FL: Psychological
Assessment Resources.
Program Outcomes:
2. Assessment:
Students will deliver assessment and diagnostic services in a manner consistent with
professional and ethical standards by effectively assessing and conceptualizing the strengths and
problems of clients through a variety of appropriate assessment techniques and accurately
communicating findings in a professional manner.
Course Goals (Learning Outcomes):
1. Students will learn how to evaluate psychological assessment measures’ reliability, validity, and
other psychometric characteristics.
2. Students will develop a measure designed to assess a psychological construct.
Course Evaluation:
These skills will be evaluated by grading and assessing the students’:
1. Attendance, discussion, and participation
2. Quizzes or exams as necessary
3. Developing a measure designed to assess a psychological construct by evaluating construct
development, item selection, measuring reliability, and assessing validity.
All written assignments are expected to be submitted in APA-style unless otherwise specified by the instructor.
All work will be evaluated according to the syllabus and any other appropriate handout(s).
Grading Scale Equivalents:
Grade Percentage GPA
A 100-93 4.0
A- 92-90 3.7
B+ 89-87 3.3
B 86-83 3.0
B- 82-80 2.7
C+ 79-77 2.3
C 76-73 2.0
C- 72-70 1.7
F 69-below 0.0
Attendance Policy:
Argosy University Attendance Policy
Students are expected to be punctual to all classes and practicum. Absences should occur only
for such urgent reasons as ill health or critical emergency. Whenever possible, students should
notify the faculty of these absences in advance. Excessive late arrivals or absences, regardless of
the reason, may jeopardize a student’s academic standing.
Class Attendance Policy
4. PP7230 Fall 2010 4
Syllabus is subject to change by instructor
Attendance is important for both the acquisition of knowledge and the demonstration of your
professional readiness to become a responsible clinician. Your willingness and ability to get to
class on time and consistently attend reflects on your investment in the class, your education,
and professional identity. You are allowed to miss two classes for personal emergencies. Don’t
ask for permission to miss class. If you miss a third class, even for a personal emergency, you
will not pass the class.
If you miss class, you are responsible to get notes and information from your peers. Please do
not ask, “Did I miss anything?” or “What did I miss?” If I lectured, you missed something.
You are responsible to learn what you missed from someone who attended. I am also able to
meet with you during regular office hours to answer any questions after you get notes from
your peers.
5. SCHEDULE OF ASSIGNMENTS
Week Date Assignment Due Readings Due Lecture/Discussion Homework/Assignment
1 9/8/10 None None Introduction to Psychometric Theory Reading
Choose psychological construct
2 9/15/10 Psychological
Construct
Crocker & Algina Chapter 2 Statistical Concepts for Test Theory Reading
3 9/22/10 None Crocker & Algina Chapters 3
& 4
Scaling
Test Construction Part 1
Reading
Steps 1 – 3 of Chapter 4
Start: “Test Conceptualization” of Test
Development Project
4 9/29/10 Steps 1 – 3 Cronbach & Meehl (1955)
Schwartz (1999)
Morey Chapter 5
Test Construction Part 2
Construct Validity
Self-Reports
Step 4 of Chapter 4
Finish “Test Conceptualization” of Test
Development Project
5 10/6/10 “Test
Conceptualization
Step 4
Crocker & Algina Chapters 5,
6, & 7
Morey Chapter 8
Reliability Start: “Test Construction” of Test Development
Project
6 10/13/10 Crocker & Algina Chapters 8
& 9
Shavelson et al. (1989)
Morey Chapter 6
Generalizability Finish: “Test Construction” of Test Development
Project
7 10/20/10 “Test
Construction”
Crocker & Algina Chapter 10
Campbell & Fiske (1959)
Morey Chapter 9
Validity Reading
Continue revision of Test Development Project
8 10/27/10 Crocker & Algina Chapter 11
Morey Chapter 9
Prediction and Classification Reading
Continue revision of Test Development Project
9 11/3/10 Project Update Crocker & Algina Chapter 12
Morey Chapter 7
Bias in Selection Reading
Continue revision of Test Development Project
10 11/10/10 Crocker & Algina Chapter 14
Morey Chapter 7
Item Analysis Reading
Continue revision of Test Development Project
11 11/17/10 Crocker & Algina Chapter 15
Embretson, S. E. (1996)
Morey Chapter 5 (again)
Introduction to Item Response Theory
(IRT)
Reading
Continue revision of Test Development Project
12 11/24/10 Project Update Embretson & Reise
Chapters 1 & 2
More New Rules Reading
Continue revision of Test Development Project
13 12/1/10 Embretson & Reise
Chapters 6 & 12
IRT and Personality Assessment Reading
Continue revision of Test Development Project
14 12/8/10 Crocker & Algina Chapters
17 & 18
Corrections and Setting Standards Reading
Continue revision of Test Development Project
15 12/15/10 Completed Project Crocker & Algina Chapters
19 & 20
Norms and Standards None
6. Special Policies:
Extenuating Circumstances
Students must inform the instructor immediately of extenuating circumstances that may affect
course performance. Instructors are not obligated to, but may, solely at their discretion, make
adjustments in due dates for extenuating circumstances. Instructors may request supporting
documentation of extenuating circumstances.
American’s with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student
Services. Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
Policy regarding Academic Dishonesty
In an effort to foster a spirit of honesty and integrity during the learning process, Argosy
University requires that the submission of all course assignments represent the original work
produced by that student. All sources must be documented through normal scholarly
references/citations and all work must be submitted using the Publication Manual of the American
Psychological Association, 5th
Edition (2001). Washington DC: American Psychological Association
(APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th
Edition for thesis and paper format. Students are encouraged to purchase this
manual (required in some courses) and become familiar with its content as well as consult the
Argosy University catalog for further information regarding academic dishonesty and
plagiarism. Resubmission of work in more than one class is prohibited. If you have any
questions about academic honesty, ask the instructor before submission of your work. A
finding of academic dishonesty or plagiarism may result in disciplinary action, up to and
including dismissal.
Scholarly Writing
The faculty at Argosy University is dedicated to providing a learning environment that supports
scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the
proper and appropriate referencing of all sources. You may be asked to submit your course
assignments through “Turnitin,” (www.turnitin.com), an online resource established to help
educators develop writing/research skills and detect potential cases of academic dishonesty.
Turnitin compares submitted papers to billions of pages of content and provides a comparison
report to your instructor. This comparison detects papers that share common information and
duplicative language including work previously submitted to Turnitin.
Professional Conduct
Argosy University requires that all students meet the standards of the profession for which they
are preparing. Students are required to do more than complete certain academic and field
7. PP7230 Fall 2010 7
Syllabus is subject to change by instructor
training requirements. Students are expected to conduct themselves in a manner consistent
with professional ethics at all times. Professional conduct requires the faithful discharge of all
responsibilities undertaken during practicum and internships, as well as the maintenance of
respectful interpersonal relationships with all individuals.
Professional conduct is required in classroom and campus behavior as well as interpersonal
behaviors and relationships with faculty, staff, and students.
The Argosy University Statement Regarding Diversity
The Argosy University provides equitable access through its services and programs to students
of any social, geographic and cultural background, regardless of gender, and strives to prepare
all candidates to work with and provide services to diverse populations. Argosy demonstrates
its commitment to diversity through the development and support of a diverse educational
community.
Use of Argosy University Dallas Video and Audio Equipment:
There are two video cameras available for students to use on school premises for mock
sessions. You can check these out from the library for up to four hours. They use VHS-C
tapes which have a recording time of approximately 1.5 hours The library DOES NOT provide
the tapes so the students must bring one themselves.
After you create a video you can view it by checking out an adapter to use in one of the library’s
two study rooms. Argosy University/Dallas DOES NOT provide equipment to dub VHS-C
tapes onto a regular video tape.
There are also three audio cassette recorders available for student use. Again you can check
these out for up to four hours. They use standard audio tapes. Again the library DOES NOT
provide the tapes.
The students must check out both a video camera/audio tape recorder AND a clinical training
room. You can reserve each for up to a week in advance. You cannot use any equipment
unless you have a clinical training room reserved.
8. PP7230 Fall 2010 8
Syllabus is subject to change by instructor
Test Development Project
I. Test Conceptualization
A. What is the purpose of your measure?
B. What construct will you measure?1
1. How does your construct relate to other measures?
2. How does your construct relate to other outcome variables?
3. Are there sub-constructs?
4. How does your construct meet an unmet need?
5. Include a “nomological network” (See Cronbach & Meehl [1955]).
6. What population is this measure designed to assess?
7. What is already known about this construct?
a. Previous research?
b. Diagnostic criteria?
8. Will this scale typically be employed in conjunction with other measures?
a. If yes, which measures?
b. If no, why?
9. What are the potential positive implications of using this scale?
10. What are the potential negative implications of using this scale?
II. Test Construction
A. Item Development Preparation
1. How were items developed?
a. What behaviors represent the construct? (See Crocker & Algina, pp. 67 – 28).
b. Discuss the following as related to developing items for your measure:
i. Content analysis
ii. Review of research
iii. Critical incidents
iv. Direct observations
v. Expert judgment
vi. Instruction objectives
2. What are the “item specifications?” (See Crocker & Algina, pp. 72 – 75)
B. Item Construction
1. What is the item format?
1 For all of the following discussion points, include sufficient literature to support your assertions.
9. PP7230 Fall 2010 9
Syllabus is subject to change by instructor
a. Optimal Performance Test?
b. Inventory?
2. Is the proposed format feasible for the intended examinees?
3. How will you select and train item writers?
4. Write items and recruit classmates and other peers to help.
5. How would you monitor the progress of the item writers and evaluate the quality of the
items they write?
6. How did you choose to scale your measure? (See Cocker & Algina, Chapter 3)
a. Why?
b. Advantages?
c. Disadvantages?
7. How do you score your measure?
a. Why?
b. Advantages?
c. Disadvantages?
III. Item Review, Item Revision, and Item Tryout
A. Item Review
1. How will you assess item accuracy?
2. How will you assess item appropriateness or relevance to test specifications?
3. How will you assess technical item-construction flaws?
4. How will you assess item grammar?
5. How will you assess item offensiveness or appearance of “bias?”
6. How will you assess item level of readability?
7. How many initial items do you want to develop?
a. Why not fewer?
b. Why not more?
B. Item Revision
1. How will you go about deciding which items to retain?
2. How do you plan to address missing data?
3. Do you have sufficient domain coverage?
a. Why?
C. Preliminary Item Tryout
1. How do you propose to tryout items on a preliminary basis?
10. PP7230 Fall 2010 10
Syllabus is subject to change by instructor
a. What methodologies will you use?
b. What population will you use?
c. How does this population apply to the population you want to eventually use the
measure to assess?
2. What techniques will you use after trying out the items? (See Cocker & Algina, pp. 82 –
83).
3. What expert reviews will you use?
4. What bias reviews will you use?
IV. Item Analysis
A. Test Revision
1. How will you go analyzing responses to items?
a. How will you decide which items to retain?
2. How will you assess reliability and validity?
a. Explain why the various forms of reliability chosen
b. Explain why the various forms of validity chosen
i. Be comprehensive – consider the various issues and concerns discussed in class
and in the readings
ii. Include an MTMM matrix if applicable
B. How many test iterations might you need to complete?
C. How do you plan to cross-validate your findings, if appropriate?
V. Final Measure
A. How many items do you plan to have for your final measure?
B. What additional studies need to be conducted?
C. How do you propose to interpret scores?
VI. Discussion
A. What are the theoretical and practical implications of your scale?
B. Limitations and Future Research
1. What plans might you implement to examine your measure further?
2. Thoroughly discuss the limitations associated with the particular approach you used.
VII. References
VIII. Figures/Tables as needed to support your discussion and work