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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 322
Course Title: Educational Measurement and Assessment
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of methods used to develop educational measurements, and the procedures used to globally assess student achievement. Included in the program of study are the development and use of standardized assessments, structured and constructed assessments, observational methods, performance assessment, portfolio assessment, affective measures, and special needs measures. Included also are the historical study of psychometry, the concepts of validity and reliability, referencing methods, and evaluation and reporting methods.  Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; EDUC/PSYC 230; and admission to the Teacher Certification Program.

Prerequisite(s) / Corequisite(s):

EDUC 102 and 300, or EDUC 505;  EDUC/PSYC 230; and admission to the Teacher Certification Program.

Course Rotation for Day Program: Offered Fall.
Text(s): Most current editions of the following:

Most current editions of the following: Textbook(s) listed is/are not necessarily the textbook(s) used in the course.

Classroom Assessment: What Teachers Need to Know
By Popham, W.J. (Pearson)
Course Objectives

MoSTEP Quality Indicators: 3.2, 4.1, 4.3, 5.1, 8.1, 8.2, 8.3, 8.4, 9.1, 9.3, 11.4

• To compare and contrast the traditional and authentic assessment paradigms. • To define and apply the concepts of validity and reliability of instruments used for measurement and assessment. • To define and evaluate portfolios and performance assessments and their uses. • To identify social skills and areas of the affective domain that can be assessed by classroom teachers.

Measurable Learning Outcomes:

  • Analyze commercially produced tests for validity and reliability.
  • Identify common standardized tests used in schools and interpret the results to accurately convey students' progress.
  • Write selected-response and constructed-response items to assess various and appropriate domains.
  • Develop an interactive assessment/planning system for a future classroom.

    Topical Outline:

    Assessment models that are classroom ready will be benchmarks for the certification portfolio.

    • Norm-referenced vs. criterion-referenced testing
    • Developing an authentic/performance assessment
    • Reliability, validity and absence of bias
    • Item and test analysis
    • Selected-response tests and constructed-response tests
    • Bloom's Taxonomy
    • Assessing student learning
    • Assessing problem-solving and higher level thinking strategies
    • Portfolio assessment
    • Affective assessment and assessing cooperative skills
    • Assessing physical and social development
    • Teacher-made tests vs. Standardized tests
    • Appropriate practices in grading
    • Assessing special needs
    • Using technology to create and analyze assessments

    Recommended maximum class size for this course: 25

    Library Resources:

    Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

    Prepared by: Kristi Miller Date: December 10, 2010
    NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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