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Course Code: EDUC531 Course ID: 4171 Credit Hours: 3 Level: Graduate
Educators learn the appropriate methods for selection, administration, and interpretation of assessments in K12 education, and other instructional settings. Research and statistical concepts such as reliability, validity, and standard error of measurement are reviewed. Educators also become familiar with the most frequently used personality, educational, intelligence, formative, and summative assessments. Discussions include historical perspectives regarding assessment, testing ethics, and use of instruments with diverse populations. (Prerequisite: EDUC503)
|Registration Dates||Course Dates||Session||Weeks|
|04/27/20 - 10/02/20||10/05/20 - 11/29/20||Fall 2020 Session B||8 Week session|
|06/29/20 - 12/04/20||12/07/20 - 01/31/21||Fall 2020 Session D||8 Week session|
After successfully completing this course, you will be able to:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.
ATHERTON J S (2009) Learning and Teaching; Assessment [On-line] UK: Available:
http://www.learningandteaching.info/teaching/assessment.htm Accessed: 27 June 2010
Abari, T. The Difference Between Aptitude and Achievement Tests. Available:
Accessed: 8 August 2010
Appleby, D. (1990). A cognitive taxonomy of multiple-choice questions. In Makosky & Sileo (Eds.)
Activities handbook for the teaching of psychology, Vol. 3 (79-82). Washington, DC: American
Kober, N. (2002). Teaching to the test: The good, the bad, and who's responsible. Test Talk.
Washington, D.C.: Center on Education Policy.
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.*|
Not current for future courses.