This course reviews the theory and application of assessment approaches used in psychology, education, business, and other areas. Three major areas of emphasis will include measurement theory, psychometrics, and assessment. A comprehensive overview of this topic requires three components:

First, we will cover testing theory and measurement, the need for testing, test/survey construction and development along with a review of the necessary statistical functions used in high quality measurement. Emphasis will be placed on critical thinking, reliability and validity analysis, and utility of psychological measurements. As PSY 3010 and 3015 are prerequisites for this class, a good working knowledge of statistics is expected. We will review statistical principles used in psychometrics including probability, percentile, area under the curve, measures of central tendency, measures of dispersion, standardized scores, normative scores, correlation, regression, factor analysis, confidence intervals, etc.)

Second, the application of these principles will be experienced firsthand as each student will participate in an experimental group that will generate, plan, and conduct a project using psychological tests, questionnaires, surveys, etc. Projects may include, but are not limited to:

• doing a reliability and validity study of an existing instrument
• devising and testing a new instrument
• comparing several existing instruments
• statistically evaluating an AI-generated measure (based on a specific psychological theory)
• assessing the goals or objectives of an agency or program

Data from each project is to be coded, entered, and analyzed statistically with a computerized statistical package (SPSS [Statistical Package for the Social Sciences is available on the SUU Student Server]). A professional-quality, in-class presentation at the end of the semester will, in part, determine your final grade. You will also rate your group-mates on their contributions to the project as part of their final grade. You may elect to present your findings at the Annual Psychology Department Fall Symposium, and/or the Annual Meeting of the Rocky Mountain Psychological Association, the SUU Festival of Excellence, the SUU Festival of Excellence, etc. but additional IRB requirements may exist.

Finally, we may review, take, score and interpret several different types of tests used in Psychology and counseling practice today. Discussion of specific testing issues will take place throughout the course. Although the course is called Principles of Assessment and is offered in the psychology department, comprehensive assessments are becoming more popular in business, industry, education, and other related fields. The principles learned in this course could be beneficial in many different occupational settings.

Required

“Tests and Measurement for People (Who Think They) Hate Tests and Measurement, 4th Edition; Neil, J. Salkind & Bruce B. Frey. Sage Publications, ISBN: 978-1-0718-1717-9. (2023).

Optional

Devellis, R.F., Thorpe, C.T. (2022) Scale Development, 5th Ed., Sage Publications, Thousand Oaks, California, USA. ISBN: 978-1-5443-7934-0

(2014)

Essential Resources

• SUU Psychology Student Research Handbook
• (CITI Certification)
• SUU Institutional Review Board
• Portal (SONA)

• Knowledge of Human Cultures and the Physical and Natural World –This course will address issues of measurement across cultures and contexts.
• Inquiry and Analysis –Students will show basic proficiency in utilizing the principles of psychological measurement through the completion of a class project and during in-class assignments.
• Critical Thinking –Students will think critically about applying principles of measurement during the creation of a new measurement instrument or via a psychometric evaluation of an existing measurement.
• Communication –Students will express ideas about psychometric principles and psychological assessment in writing and during class discussion.
• Teamwork – Students will collaborate within groups to design and complete a class project
• Quantitative Literacy –Students will enhance their quantitative skills by learning how to perform basic psychometric evaluation and statistical analyses.

Testing, Grading, and Evaluation

Students will complete 10, 5-question LSOE’s worth approximately 1 point each.

There will be three Take Home Learning Activities. Each is comprised of multiple choice, True-False, short answer, or calculation problems. Students will be allowed to use class resources to complete the learning activity. THLA’s will take place on Canvas and students may use their own mobile technology or their home computer or school computer. Access to SPSS will be required. Again, the work you submit must be your own creation, and not that of an AI tool.

The primary value of this course is skill development. As such, students will demonstrate their mastery of course content by an in-class Final Skills Assessment. There are 13 In-Class Final Skills Assessment items on Canvas. On the day of the scheduled PSY 3435 Final Examination, students will be randomly assigned three of these 13 problems to complete and submit. Each is worth 50 points. Final Skills Assessment items include may require conducting and interpreting SPSS analyses, performing psychometric calculations, doing data organization, etc.). Students are encouraged to review all 13 In-Class Final Skills Assessment Items and practice completing the tasks. You may need access to Canvas for specific problems. You are not to use any resources beyond your existing knowledge and skill on this assessment.

Office Hour Visits (20 points)

Students will be required to attend a posted office hour at least two times during the semester; one during the first half of class and the other during the latter half of class. Plan on asking at least one question from class! Should my posted Office Hours conflict with your schedule, I will meet you in my office at a time that works for you. Each visit will be worth 10 points.

Research Project and Presentation

Research Project

Each student will employ the scientific method in a hands-on research project. This can be accomplished in one of two ways. We will be working on the research project both in class (PSY 3430) and in the lab section (PS 3435) of this course. While credit for the project is granted in PSY 3430, many of the tasks and assignments we do in lab directly support what is required for completion of the project. It is imperative research groups ask the type of research question relevant to this class. Only projects that focus on establishing psychometric quality of measurement instruments are acceptable. Project credit is assigned in the 3430 course.

Option #1

You may decide to accomplish this project as part of a research group or team (randomly assigned). Each team is responsible to produce a research project using test and measurement principles. Preferred projects are those that attempt to establish reliability or validity of existing instruments; design, administer, and evaluate a new instrument; compare several different measures of a similar construct; or assess the quality of a program or agency. This is an ambitious project and could require a lot of time and energy. You are encouraged to spread the work throughout the group but do not simply put one person in charge of each specific aspect of the project and then try to cobble things together at the end. All team members should be intimately involved in all aspects of the project. The steps involved include:

• Review the literature for research ideas
• Coming up with a specific research idea
• Becoming an expert in that idea by extensively reviewing available literature
• Identify gaps or holes in the literature that your group can answer
• Formulate a project outline based on what you have read and learned
• Submit an IRB proposal Worksheet
• Carry out the project and collect relevant data
• Analyze the data
• Report on the results

This project will be completed within the 14-week semester. This is a lot of work, so getting started early is by far the best approach. Much of the work for this project will be done outside class, but we will devote a good deal of the course and lab time to project-based activities.

IRB Proposal

Each student research group will complete a Full IRB Proposal and submit for review.

Once my approval for the project has been granted, you will need to complete a formal . This proposal will include:

• a brief description of the project including a short literature review
• a methods section (how you plan to do what you want to do)
• a statistical analysis section (what statistical analyses will you run)
• what is hoped to be gained by doing the project
• any potential risk to participants
• remediation plans for those participants that may be affected or harmed
• Verification the participants are 18 years of age or older

The IRB will notify you of their decision regarding your project. Research CANNOT begin without IRB approval.

Project Presentation

Each group will make a formal presentation of their project. I expect that all projects will be presented in a professional manner in class during the scheduled for the course (PSY 3430). This type of work will take extra time and effort. Plan on it! Your presentation will be evaluated with the rubric at the end of this syllabus.

Your Project Presentation score will be calculated as follows:

• 50% Instructor and TA ratings
• 50% Class ratings
• Your group composite score weighted by the average group member contribution score you receive from your group

Option #2

You may decide to do a project independently. The academic rigor and expectations for you are the same as for the research groups. You would have the option of developing your project this semester and then actually conducting the research in the following semester as your Independent Research II (PSY 4925) Capstone project. For this class, it is expected that you develop your idea, do an extensive literature review, formalize your project, and obtain IRB Approval for the research project. You will also give a presentation scored with a modified rubric. Data collection, analysis, and report will be required for IR-II credit. You must notify me by October 1 if you plan to work independently.

Grades

Grades in the class will be given according to university policy and using standard grade cutoff scores. Final grades in the course will be calculated from total points achieved from each of the following sources:

• Take Home Learning Activities 150 pts (26%)
  3 @ approximately 50 points each
• In Class Final Skills Assessment 150 pts (26%)
• LSOE’s
  10 @ 1_+_ points each 10_+__ _pts (2%)
• Project Presentation 200 pts (34%)
• Attendance and Participation 50 pts (9%)
• Office Hour Visits 20 pts (3.5%)

TOTAL 580 Points

Final Grades will be calculated as per standard schedule

A 93-100%    C- 70-72%
A- 90-92%    D+ 67-69%
B+ 87-89%    D 63-66%
B 83-86%    D- 60-62%
B- 80-82%    F 00-59%
C+ 77-79%
C 73-76%

Project Presentation Grading Criteria

Literature Review — 30 pts Total

• Funnel approach — 10 pts
• Describe Theory
• Describe Application of Theory
• Describe Your Scale of Interest
• Details /Citations in Text
• Define Reliability — 5 pts
• Define Validity — 10 pts
• Describe Convergent Evidence and Describe Your Convergent Scale
• Describe Divergent Evidence and Describe Your Divergent Scale
• Leads to a specific hypothesis — 5 pts
• How will you explore reliability
• How will you explore for evidence of validity

_____/30 Total

Research Methods — 40 pts Total

• Clear/Concise — 10 pts
• Replicable — 30 pts
• Participant Demographics
• Recruitment Method
• Procedure
• Consent
• Compensation
• Administration of Scales
• Reliability and Validity of Convergent and Divergent Measures
• Sample items
• AI Prompt (If Applicable)

_____/40 Total

Statistical Analyses — 40 pts Total

• Appropriate and Described Adequately 5
• Explanation of statistics chosen — 15
• Understanding of statistics — 20
• Reliability coefficients
• Exploratory Factor Analysis (If Applicable)
• Extraction
• Rotation
• Method of Determining Number of Factors
• Factor Items
• Reliability of Factors (Cronbach’s Alpha)
• Convergent Evidence Coefficient and Effect Size
• Divergent Evidence Coefficient and Effect Size
• Confirmatory Factor Analysis (If Applicable)

_____/40 Total

…Continued

Results and Conclusions — 30 pts Total

• Summarization 5
• Critique of work 10
• Strengths and Weaknesses
• Recommendations 10
• The “so what” factor
• Responses to questions 5

_____ /30Total

Presentation Slides Quality — 20 pts Total

• Accessible 10
• Easy to Read 5
• Correct Spelling and Grammar 5

_____/20 Total

Presentation Quality — 40 pts Total

• Professional Appearance 5 pts
• Organized 10 pts
• Confident 5 pts
• Engaged with the Audience 10 pts
  • Made eye contact
  • Used note cards
  • Used an expressive tone
• All Members Participated Equally 10 pts

_____/40 Total

Presentation Total _____/200 Total

Group Member Evaluation Form

Your Name_______________________________

Title of your project ________________________________________________________________________

________________________________________________________________________

Using the scale below, please rate each of the members of your group on the following criteria. Please be objective and evaluate the quality of their work on this project and not how much you may like or dislike them personally. ALSO, Include a Rating For Yourself! You will be docked 25 points from your class total if I do not receive this rating form by the due date listed in Canvas. Return in hard copy. If I am not in my office, please slide this sheet under my door. Do NOT leave in my mailbox.

1=strongly disagree; 2=disagree 3=somewhat neutral 4=agree 5=strongly agree

Thank you

If you had more than 3 people to evaluate, please continue on the back side

Below is a tentative schedule (As the instructor, I reserve the right to make changes in the following as I see fit. I will give as much notice as possible regarding any changes):

LATE WORK WILL NOT BE ACCEPTED WITHOUT PRIOR APPROVAL

Statement on Generative AI

Human thinking generated all content in this course. All grading and evaluation is human work. I have similar expectations of students. Within this course, all submitted assignments should be written, developed, created, or inspired by you. If any unauthorized work is created by artificial intelligence (AI) it will be considered plagiarized work and a violation of . This could result in a failing grade to disciplinary action through the Dean of Students’ Office. AI is an evolving technology and will impact our academic, professional, and personal lives. It is important that as part of your education, you learn to critically think, create, and evaluate products/assignments.”

“Generative Artificial Intelligence (AI) tools, such as ChatGPT and BingAI, are not allowed to be used in this class without explicit permission. Although the use of these types of tools may be allowed in other classes or are used professionally, this class will focus on learning foundations without the aid of generative AI. Any perceived use of generative AI will be investigated for possible submission to the university as cheating

Attendance and Participation (50 Points)

Class attendance will be randomly taken once per week throughout the semester. An absence will be recorded for each missed class for which a student did not make arrangements with the instructor beforehand, and did not follow up with the instructor afterward. Scoring will proceed as follows:

• 1-2 Absences = 50 Points
• 3-4 Absences = 30 Points
• 5-6 Absences = 10 Points
• 7+ Absences = 0 Points

Prerequisites and Co-Requisite

Prerequisites: PSY 1010 & PSY 3010, Co-Requisite: 3435-01

Lecture Information

Lecture outlines/PowerPoints are posted to Canvas. I recommend that you download and review each outline before class. Documents needed for lecture are listed in the course schedule below as bolded and italicized.

Psychology Department Mental Health Statement

The Southern Utah University Psychology Department values our students irrespective of race, age, gender, sexual orientation, culture, religion, nationality, capabilities, or disabilities. Our faculty and staff are committed to the intellectual, physical, and emotional health of all members of the campus community. Should anyone experience problems or issues with depression, anxiety, grief, discrimination, alienation or marginalization, helplessness or hopelessness, or thoughts of suicide, we implore you to seek us out. Our commitment is to listen and help you find the resources you need.

Land Acknowledgement

SUU wishes to acknowledge and honor the Indigenous communities of this region as original possessors, stewards, and inhabitants of this Too’veep (land), and recognize that the University is situated on the traditional homelands of the Nung’wu (Southern Paiute People). We recognize that these lands have deeply rooted spiritual, cultural, and historical significance to the Southern Paiutes. We offer gratitude for the land itself, for the collaborative and resilient nature of the Southern Paiute people, and for the continuous opportunity to study, learn, work, and build community on their homelands here today. Consistent with the University's ongoing commitment to equity, diversity, and inclusion, SUU works towards building meaningful relationships with Native Nations and Indigenous communities through academic pursuits, partnerships, historical recognitions, community service, and student success efforts.

Learning Outcomes Alignment

Resume Competencies/Skills

The Psychology Department provides majors with abundant opportunities to acquire and strengthen broad categories of skills that potential employers value in college graduates. We recognize students might not fully appreciate the breath of their skill sets and may struggle with how to effectively communicate them on job applications. The following table provides some Resume Competencies or “Buzzwords” linked to specific course content that might help give you some language to include in a resume.