Uses of Psychological Tests in School Settings

Korea University

Course Description

  • Course Name

    Uses of Psychological Tests in School Settings

  • Host University

    Korea University

  • Location

    Seoul, South Korea

  • Area of Study

    Education, English

  • Language Level

    Taught In English

  • Course Level Recommendations

    Upper

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Credits

    3
  • Recommended U.S. Semester Credits
    3
  • Recommended U.S. Quarter Units
    4
  • Overview

    Relationship to Knowledge Base: This course is designed to prepare teachers with the knowledge
    of quantitative and qualitative assessment related to educational planning for students at risk and students with disability.

    III. Goals: To provide teachers in training the awareness, understanding, and skills to build basic competency in individual and group approaches to assessment and evaluation.

    IV. Competencies: upon completion of this course, the student should be able to demonstrate understanding in
    the following areas of appraisal:

    a. historical perspectives concerning the nature and meaning of assessment;
    b. basic concepts of standardized and nonstandardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;
    c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;
    d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);
    e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity;
    f. Disability factors related to the assessment and evaluation of individuals, groups, and specific populations;
    g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in students at risk and students in special education program;
    h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental, behavioral, and emotional status; and
    i. ethical and legal considerations.

    Use of Class Time: Individual Appraisal will utilize lecture/discussion/role-play/presentations, experiential learning and individual assessment, administration, and interpretation of assessment instruments.

    Guidelines for the test critique include:

    A. General Information
    a. Title of the test; include edition and forms, if applicable
    b. Authors
    c. Publisher
    d. Dates of publication, include dates of manuals, norms, and supplementary materials
    e. Time required to administer
    f. Cost of test, booklets, answer sheets, scoring services
    B. Brief description of the purpose and nature of the test
    a. General type of test; individual, group, performance, aptitude
    b. Population for which the test was designed; age range, type of person
    c. Nature of the content of the test
    d. Subtests and separate scores
    e. Item types
    C. Practical evaluation
    a. Qualitative features of test materials; design of test booklet, editorial control, ease of use, attractiveness, durability, appropriateness for intended population
    b. Ease of administration
    c. Clarity of directions
    d. Scoring procedures; computer scoring software
    e. Face validity of test
    f. Need for test-taker rapport
    D. Technical evaluation
    a. Norms
    i. Type of norms/scores
    ii. Standardization sample; nature, size, representativeness, procedures for obtaining sample, subgroup norms
    b. Reliability
    i. Type
    ii. Procedure to establish reliability
    iii. Long-term stability
    c. Validity
    i. Type
    ii. Procedure
    E. Reviewer comments from Mental Measurements Yearbook AND other sources
    F. User qualifications
    G. Summery evaluation; major strengths/weaknesses
    H. Format
    a. 3-4 page format
    b. not all of the above information will be available/relevant for all tests

    Quiz (maximum gain 40 pts.) ? 4 Quiz will be administered in class.

    Appropriate participation (maximum gain 10 pts.) - Students will be expected to voluntarily participate in activities and discussion in order to reap the full benefit of this course. Further, appropriate participation includes behaviors attitudes consistent with that of a counseling professional. Side conversations, inappropriate or disrespectful behaviors or statements are not considered appropriate participation and may result in dismissal from the course. (See statement of expectations for further explanation).
    Absolutely NO late admittance to class will be permitted, as it is disruptive to the class.

    X. Research Base:

    Recommended texts -
    Salvya, J., & Ysseldyke, J. E. (2006). Assessment: In Special and Inclusive Education (10th ed). Boston, MA: Houghton Miffilin Company.

    American Psychological Association. (2009). Publication manual of the American Psychological
    Association (6th Ed.). Washington, D.C: Author.

    1st Week
    3/3 Course overview
    Nature and uses of testing in school
    2nd Week
    3/10 Issues related to using tests for students at risk
    Issues related to using tests for students with disability
    3rd Week
    3/17 Important statistical concept for assessment I:
    General population vs. Special population
    4th Week
    3/24 Important statistical concept for assessment II:
    General population vs. Special population
    5th Week
    3/31 Reliability and Validity
    General population vs. Special population
    6th Week
    4/7 Reliability and Validity
    General population vs. Special population
    7th Week
    4/14 Mental Status Examination (Clinical Appraisal):
    Counseling vs. Special Education
    Appraisal of ability, aptitude, and intelligence: ):
    K-WAIS, K-ABC etc.
    8th Week
    4/21 Mid-term examination
    9th Week
    4/28
    Appraisal of achievement:
    CBA, Individual Basic Learning Skills Tests, Basic Academic Skills Assessment: Reading, Writing, Math KISE-BAAT, etc.
    10th Week
    5/5 Children?s day Holiday
    11th Week
    5/12
    Appraisal of adaptive behavior & personality:
    K-CBCL, Behavior Rating Scale, etc.
    MMPI, TAT, ROASHA
    12th Week
    5/19 Appraisal of interpersonal relationship
    KISE-SAB, K-Vineland
    13th Week
    5/26
    Appraisal of attitude, interest, and career: ):
    SDS, STRONG

    14th Week
    6/2 Legal, ethical, and social issues in testing
    General population vs. Special population
    15th Week
    6/9 Presentation & Wrap-up
    16th Week
    6/16 Final Assignment

Course Disclaimer

Courses and course hours of instruction are subject to change.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.

Please reference fall and spring course lists as not all courses are taught during both semesters.

Availability of courses is based on enrollment numbers. All students should seek pre-approval for alternate courses in the event of last minute class cancellations

Please note that some courses with locals have recommended prerequisite courses. It is the student's responsibility to consult any recommended prerequisites prior to enrolling in their course.