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Course Details

Course Details

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)

Course Schedule

Registration Dates Course Dates Session Weeks
02/22/21 - 07/30/21 08/02/21 - 09/26/21 Summer 2021 Session I 8 Week session
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

  1. Recognize the individual differences that distinguish your students from one another and take account for these differences in your practice.
  2. Assess the progress of individual students as well as the class as a whole.
  3. Use multiple methods for measuring student growth and understanding, and clearly explain student performance to parents.
  4. Critically examine your practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into your practice.
Recommended Textbook for the degree program:

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.

Required Readings

ATHERTON J S (2009) Learning and Teaching; Assessment [On-line] UK: Available: Accessed: 27 June 2010

Abari, T. The Difference Between Aptitude and Achievement Tests. Available:

Accessed: 8 August 2010

Additional Resources

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

Psychological Association.

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 to locate the course eReserve.*

Previous Syllabi

Not current for future courses.