SCHOOL OF EDUCATION

1717 S. Chestnut Ave.

Fresno, CA 93702-4709
www.fresno.edu

PPS 710 Assessment and Measurement

Semester/Year: Fall 2018 Instructor: Kelly J. Bentz, Ph.D.

Units: 3 Units Office Hours: As Arranged
Campus and Room: Merced Campus Office Location: FPU Merced Adm Room 206
Building 1, Room 101 Office Phone number: 209-354-5813
Cell: 209-617-8540
Email: Kelly.bentz@fresno.edu
Estimated Response Time: 24-48 hours
Length: 8 weeks: (8.28.18 – 10.19.18) Delivery Mode: Blended (combination of face to
Schedule face and online)
All classes meet on: Supplementary Course Materials accessed through
Time: 5:15 PM – 8:15 PM Moodle: https://learning.fresno.edu

Course Description
This course is designed to allow students to gain knowledge and skills regarding the use of formal and
informal tests and procedures by both school counselors and school psychologists. The relationships
of various assessment instruments to a variety of learning theories will be addressed. Students will
learn how assessment data is utilized to inform instructionally-related intervention strategies within
the context of multitiered systems of supports in educational settings. The importance of early
intervention will be stressed. Best practices for communicating assessment results to a variety of
audiences including the children themselves, parents, teachers, administrators, and community
agencies, will be provided.

Student Learning Outcomes for this Course:

1. Students will demonstrate knowledge of appropriate models of assessment and application of

appropriate and technically adequate methods of assessment for purposes of ensuring results-
based accountability. (CTC Generic 4)
2. Students will demonstrate knowledge of characteristics of pupils whose academic progress is
less than satisfactory and knowledge of assessment procedures including tests, record reviews,
observations, and interviews as part of the process of early identification of learning problems
within a Multi-tiered System of Support. (CTC Generic 5)
3. Students will demonstrate knowledge of barriers to learning, including principles and methods
to: (a) help pupils overcome barriers to learning and (b) learn effective strategies to plan,
organize, monitor and take responsibility for their own learning. (CTC Generic 2, 11)
4. Students will demonstrate knowledge of the influence of cultural and linguistic factors on the
validity and appropriate interpretation of assessment instruments. (CTC Generic 4)
5. Students will demonstrate an ability to interpret and communicate results of standardized,
norm-referenced, and other assessment information to parents, school staff and the
community. (CTC Generic 4)

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 6. Students will demonstrate knowledge and application of consultation principles and practices
used to assist school staff in learning about the interpretation of test results and the
improvement of learning and achievement. (CTC Generic 10)
7. Students will demonstrate knowledge about appropriate methods of assessment based on
principles of learning theory for the purpose of planning, monitoring student progress and
supporting effective instructional interventions for individual and groups of students. (CTC
Generic 4)
8. Students will demonstrate knowledge of pertinent computer-based technology including
electronic scoring, data management systems, computer-based presentation applications,
pertinent hardware and software for reporting purposes and communication of assessment
results and progress monitoring. (CTC Generic 15)

PPS Mission Statement

Operating within a Christian framework, the Pupil Personnel Services program seeks to provide
returning professionals and traditional students an opportunity to become agents of change in their
students’ individual strengths and needs within the program’s three interwoven components, which
are theory, application, and self-development.

Required:

Drummond, R. J., Sheperis, C. J. & Jones, K. D. (2016). Assessment Procedures for Counselors and
Helping Professionals (8th Edition). Pearson Education, Inc. Upper Saddle River, New Jersey.
ISBN: 978-0-13-285063-6 ---ISBN : 0-13-285063X

Handouts, postings and other recommended resources on Moodle provided by Instructor

Recommended:

Sattler, Jerome M. & Hoge, Robert D. (2015) Foundations of Behavioral, Social and Clinical Assessment
of Children (6th Edition). Jerome M. Sattler, Publisher, Inc.: San Diego, CA.
ISBN-10: 0970267126

Learning Activities and Assignments:

Class Participation: Class attendance is mandatory. Therefore, it is expected that every student will
attend every class session for the entire session. Coming to class late or leaving early will result in a
decrease of attendance points. It is also expected that every student will fully participate in all class
functions. If a student must miss two sessions or more due to a catastrophic event, talk to your
instructor. You may have to discuss taking the course during a different session with your Program
Director. (35 Points)

Moodle Forum Discussion & Activities Overview: Class participation in this course requires weekly
interaction with your fellow students and professor via Moodle forums and other on-line activities. A
forum discussion prompt will be provided in Moodle for the week the forum discussion post is due. All
postings and comments on Moodle should be of substance. Students should spend time reflecting and
statements should be of graduate level while responding to each point listed. Comments that include
slang or informal comments are not considered constructive or scholarly. Feedback and comments

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should reflect contemplation and application. You must post a response to the prompt, then post on
at least two other students’ posts to receive full credit for the assignment. All assignments, apart from
your Assessment Binder, will be submitted electronically through Moodle. (170 Points)

If you need login assistance, contact IT services via e-mail: helpdesk@fresno.edu or phone (559)-453-
3410) For Moodle trouble-shooting, contact the Center for Online Learning: col.fresno.edu or phone
(559) 453-3460.

Assessment Resource Electronic Portfolio: Students will compile notes, handouts, brochures,
assignments, and any other resources received throughout the course of this class, in an ORGANIZED
fashion in an electronic portfolio to be shared with the instructor. Portfolio will be due on the final
night the class meets. (30 Points)

Matching Assessments to Referral Questions: Your instructor will provide an academically-related

referral question. You are to choose at least two assessment instruments to address the referral
question. You will then write a three-page reflection thoroughly explaining your rationale for choosing
those assessments to address the referral question. You will also describe how you would effectively
communicate the results of your assessment to the referral source. (40 Points)

Journal Article: Students will find a relevant peer-reviewed journal article regarding assessment bias
and write a two-page summary of the article, including impressions, evaluation, critique and utility of
information shared in the article. Students will also share a brief summary of the article orally in class.
(20 Points)

Mid-Term Exam: The midterm exam will focus on demonstrating your understanding of
psychometrics. Format will include multiple choice and short-answer. The exam is open-book and you
may take as much time as your like, but you will need to upload to Moodle by the deadline specified on
the course calendar. (75 Points)

Self-Assessment: Students will complete a self-assessment using an instructor-assigned test. Students

will summarize the results, interpret the results, then discuss impressions of the experience in a two-to
three-page reflection. (30 Points)

Final Exam: For the final exam students will be provided six scenarios frequently encountered in the
educational setting. Students will choose two of the scenarios to form responses that demonstrate
accurate application of course content. Your response will identify what assessment(s) you would use
and a clear rationale about why you would use the assessment. Students must also address how the
information gained from the assessment results would inform interventions provided. The test will be
open-book and you have three days to respond. Maximum of 6 pages (double-spaced, APA forma).
(100 Points)

Test Critique Signature Assignment: Students will complete a comprehensive critique of a commonly
used assessment instrument. Guidelines for completion of this assignment will be thoroughly
discussed on the first night of class. Assignments will be scored according to the following Rubric.
Students will present their Critique on the last night the class meets. A simple, brief outline of your
report/presentation should be disbursed to all students and the instructor before the presentation is
given. (100 Points)

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Signature Assignment Grading Rubric:

Criteria/ Does Not Meet Approaches Meets Exceeds Criterion

PPS CTC Criterion (0.00- Criterion Criterion (2.01- (3.01-4.00)
Standards/PSLO 1.00) (1.01-2.00) 3.00)
Criterion: Description Fails to choose Chooses Selection and Selection and
of Assessment an assessment instrument description of description of
Assignment contains a instrument tangential to assessment assessment
thorough description of appropriate to the instrument instrument
an assessment an educational educational used in commonly used in
instrument commonly setting. Fails to setting. education is educational setting
used in educational provide a clear Rationale for complete. is complete.
settings. Description rationale for choice is weak. Rationale for Rationale for
includes instrument’s choosing the Some choice is choice is clearly
relationship to learning instrument and important stated. communicated.
theory and/or description is components of Description is Description
educational psychology. incomplete. the complete and includes all
Does not assessment relationship to components and
CTC include instrument are learning theory forms of the
Generic: 4, 11 mention left out of and/or instrument.
learning theory description. educational Relationship to
and/or Learning psychology is learning theory
educational theory stated noted. and/or educational
psychology in but not psychology is fully
Weight: 20 % response. integrated. explained.
Criterion: Validity, Validity, Validity, Validity, Reliability
Development of Reliability & Reliability & Reliability & & Norming data
Measurement Norming data Norming data Norming data and process
This area addresses not mentioned. reported, but addressed and summarized in a
Validity, Reliability, not explained. some reference succinct & clear
Norming & supportive for statistical format. Relevant
statistical information support cited statistical support
from the manual. from manual. described in
comprehensible
CTC: detail.
Generic 4

Weight 15%

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 Criterion: Scoring Does not Includes a States how to Fully describes how
Interpretation address how statement use assessment assessment results
Connects assessment obtained about how results describe may be utilized and
results to a student’s results may be assessment a student’s communicated to
educational used within the results could development describe students’
development and educational be used. and developmental
classroom-based context. plan/evaluation levels, develop and
interventions educational evaluate the
interventions. effectiveness of
CTC: educational
Generic: 2, 4, 5 interventions.

Weight: 15%
Criterion: Uses and Does not Addresses States cultural Clearly states the
Limitations: include any strengths and and linguistic influence of
Recognizes and strengths or weaknesses of biases and cultural and
articulates assessment weakness, the strengths and linguistic factors,
instrument’s strengths including assessment weaknesses of strengths and
& weaknesses, and how potential instrument in the assessment weaknesses and
these issues influence biases. Does general terms, instrument. describes
the use of the not mention but does not Addresses how educational
assessment tool. MTSS. address instrument ramifications of
Incorporates MTSS into cultural or could be used mis-use of tests for
discussion concerning linguistic with MTSS. the child and
uses factors. Does educational
not mention stakeholders.
CTC: relationship to Includes MTSS in
Generic: 2, 4, 5 MTSS. discussion.

Weight: 20%
Criterion: Reflection Does not Addresses own Clearly Clearly articulates
Incorporates all the include own impression articulates own own impressions
information they have impression about the impressions about the
gathered about the about the assessment about the assessment
assessment and clearly assessment instrument but assessment instrument and
articulates how they instrument. does not tool. supports supports rationale.
would use the support with with rationale Describes how
assessment. Includes rationale or and describes could be used as
how the instrument describe how how it could be an evaluation in
would be used in an it could be used in an multiple
evaluation used. evaluation. educational
contexts and/or
CTC: settings.
Generic: 4

Weight: 20%

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 Criterion: Presents Surface errors Frequent and Some Prose is free of
ideas clearly and are pervasive repetitive mechanical mechanical errors.
correctly in written enough that mechanical errors or typos A variety of
form within APA they impede errors distract are present, sentence
format communication the reader. but not overly structures are
of meaning. Inconsistencies distracting to used. Writer is
Inappropriate in language, the reader. clearly in command
word choice sentence Correct of standard,
Weight: 10% and/or structure, sentence written, academic
sentence and/or word structure and a English.
construction choice are language are A broad
are used; APA present. used. understanding of
format and Title page is All key APA format and
style are not present, elements of an style is evident.
evident. though missing APA title page Accurate citations
APA elements; are present; in- and references are
Page in-text text citations presented.
requirements citations, used and references No APA errors
were not but formatted Mechanics of evident.
followed. inaccurately. writing are
reflective of
APA style.

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Course Calendar

Assignment Points
Direct Independent
Instruction Work

Homework Hours
Class Hours

Estimated D.I.

Estimated
Online Hours

Due Day
Weekly Assignments Due Date/ Time
Week 1 Aug. 28th - Sept. 3rd 3.0 2.00 11.00 25
Class Discussion Topics: Introductions,
Syllabus, Assess, Test, Measure, Origins of
Testing, Types of Tests 3.0 5 Tu 8.28.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 1: Introduction to Assessment 3 9.4.18 - 5:15 PM
Ch. 2: Methods & Sources of
Assessment Information 3 9.4.18 - 5:15 PM
Ch. 17: Ethical and Legal Issues in
Assessment 3 9.4.18 - 5:15 PM
Moodle Forum Research & Responses:
Response to Intervention Web Quest
Forum 1 10 9.4.18 - 5:15 PM
Forum Response to Learning Theory 1 10 9.4.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 2 10.16.18 - 5:15 PM
Week 2 Sept. 4th - Sept. 10th 3.0 2.00 18.00 25
Class Discussion Topics: Mental
Measurement Yearbook, Tests in Print,
Tests Selection Process, Ethics, Laws,
Control and Use of Tests, User
Qualifications 3.0 5 Tu 9.4.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 3: Statistical Concepts 4 9.11.18 - 5:15 PM
Ch. 4: Understanding Assessment Scores 4 9.11.18 - 5:15 PM
Ch. 5: Reliability 4 9.11.18 - 5:15 PM
Ch. 6: Validity 4 9.11.18 -5:15 PM
Moodle Forum Research & Responses:
Multitiered System of Support Webquest 1 10 9.11.18 - 5:15 PM
Forum Response to Learning Theory 1 10 9.11.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 10.16.18 - 5:15 PM
Start Reviewing Referral Questions &
Possible Assessments
1 9.25.18 - 5:15 PM

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 Week 3 Sept. 11th - Sept. 17th 3.0 4.00 20.00 65
Class Discussion Topics: Test Manuals.
Structure & Format, Central Tendency,
Reliability, Validity, Interpreting
Psychometrics 3.0 5 Tu 9.11.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 7: Sel., Admin. Scoring & Interpreting 4 9.18.18 - 5:15 PM
Ch. 8: Assess. of Intelligence & Gen.
Ability 4 9.18.18 - 5:15 PM
Ch. 9: Assessment of Achievement 4 9.18.18 - 5:15 PM
Moodle Forum Research & Responses:
Research Articles Forum Responses 3 20 9.18.18 - 5:15 PM
Forum Response to Cognitive Theory 1 20 9.18.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 10.16.18 - 5:15 PM
Continue Reviewing Referral Questions &
Possible Assessments 1 9.25.18 – 5:15 PM
Complete Journal Article Review, Upload to
Moodle & Prepare for Discussion of Article
for Next Week in Class 4 20 9.18.18 - 5:15 PM
Study for Midterm Exam 2 9.25.18 - 5:15 PM
Week 4 Sept. 18th - Sept. 24th 3.0 4.00 28.00 170
Class Discussion Topics: Share Journal
Article Reviews, Theories of Intelligence &
Cognition, Achievement Testing 3.0 5 Tu 9.18.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 10: Assessment of Aptitude 4 9.25.18 - 5:15 PM
Ch. 11: Career & Employment
Assessment 4 9.25.18 - 5:15 PM
Ch. 12: Personality Assessment 4 9.25.18 - 5:15 PM
Moodle Forum Research & Responses:
Take Midterm Exam on Moodle 2 75 9.25.18 - 5:15 PM
Synthesis of Learning & Cognitive Theory 2 20 9.25.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 10.16.18 - 5:15 PM
Write Up Referral Question & Assessment
Choice Paper 3 40 9.25.18 - 5:15 PM
Complete Self-Assessment Activity - Upload
to Moodle 6 30 9.25.18 - 5:15 PM
Begin Researching Test to Critique 6 10.16.18 - 5:15 PM
Week 5 Sept. 25th - Oct. 1st 3.0 2.00 13.00 25
Class Discussion Topics: Aptitude,
Vocational & Personality Assessments 3.0 5 Tu 9.25.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 13: Clinical Assessment 3 10.2.18 - 5:15 PM

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 Ch. 14: Assessment in Education 3 10.2.18 - 5:15 PM
Moodle Forum Research & Responses:
What Test to Use and Why? Forum 1 10 10.2.18 - 5:15 PM
What Test to Use and Why ? Forum 1 10 10.2.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 10.16.18 - 5:15 PM
Work on Test Critique 6 10.16.18 - 5:15 PM
Week 6 Oct. 2nd - Oct. 8th 3.0 2.00 19.00 25
Class Discussion Topics: School
Assessment Programs and MTSS, Using
Assessment Results for Data-Based
Decisions 3.0 5 Tu 10.2.18 - 8:15 PM
Reading in Preparation for Next Week:
Ch. 15: Assessment of Diverse
Populations 3 10.9.18 - 5:15 PM
Ch. 16: Communicating Assessment
Results 4 10.9.18 - 5:15 PM
Moodle Forum Research & Responses:
Forum Diversity & Educational Psychology 1 10 10.9.18 - 5:15 PM
Forum Well-Written Assessment Reports 1 10 10.9.18 - 5: 15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 10.16.18 - 5:15 PM
Work on Test Critique 6 10.16.18 - 5:15 PM
Begin to Review for Final 5 10.19.18 - Midnight
Week 7 Oct. 9th - Oct. 15th 3.0 4.00 12.00 115
Class Discussion Topics: Assessing Diverse
Populations, Effective Report Formats,
Revisited Laws & Ethics 3.0 5 Tu 10.9.18 - 8:15 PM
Moodle Forum Research & Responses:
Law & Ethics Forum Post 2 15 Tu 10.16.18 - 5:15 PM
What Assessment to Use and Why? 2 15 Tu 10.16.18 - 5:15 PM
Work on Assignments:
Assessment Resource Electronic Portfolio 1 Tu 10.16.18 - 5:15 PM
Complete Test Critique & Prepare Handout
& Uploade To Moodle 6 80 Tu 10.16.18 - 5:15 PM
Continue Review for Final 5
8 October 16th - October 19th 3.0 0.00 15.00 150
Class Discussion Topics: Test Critique
Presentations 3.0 20 Tu 10.16.18 - 8:15 PM
Study for Final 10
Take Final Exam on Moodle 5 100 Fri 10.19.18 - Midnight
Share Assessment Resource Electronic
Portfolio 30 Tu 10.16.18 - 5:15 PM
IDEA Survey - In
COURSE TOTAL 24.0 20.00 136.00 600 Class

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Assessments/Grades (Points) Estimated Hours

Estimated Points
Hours
Face to Face Class Participation 24 35
Moodle Forum Discussions 20 170
Test Resource Electronic Portfolio 7 30
Matching Assessments to Referral Questions 6 40
Journal Article Addressing Assessment Bias 4 20
Midterm Exam (Including Review for Exam) 4 75
Self-Assessment Summary 6 30
Final Exam (Including Review for Exam) 35 100
Signature Assignment – Test Critique & Presentation 18 100
Total Reading 56 -
Total 180 600

Grading:

Points Earned Grade

546 - 575 A
517 - 545 A-
500 – 516 B+
477 - 499 B
460 - 476 B-
442 - 459 C+
419 - 441 C
402- 418 C-

Course/Classroom Policies

Success in this course requires you to engage in professional reading, dialogue with colleagues,
analysis, reflection, and professional writing at the graduate level.
The performance indicators of success are:
• Actively participating and contributing to all discussion.
• Making relevant comments and asking relative questions that provoke extended and clarified
understanding of course content,
• Completing all course requirements.
• Demonstrating interaction and commitment to building a community of practice among
colleagues.
• Assuming responsibility for your own learning and supporting the learning of your colleagues.
• Completing written assignments that demonstrate graduate level research, analysis, content
depth, inquiry, and composition (syntax, grammatical structure, punctuation, spelling, and
active voice).

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Research: As research lies at the core of all scholarly endeavors and forms the foundation for professional
praxis, it is a vital component of your training program. Peer- reviewed journal articles from professional
publications must be incorporated throughout the assigned activities developed to meet the competencies for
this course. Each student will integrate the findings of current peer-reviewed research in their submitted
assignments for this course. This practice ensures that each student remains on the cutting edge of praxis
within the field of pupil personnel services through the integration of current research within the specific
scope of the required standards for this course. A Reference page should accompany each applicable
assignment as a resource reflecting current relevance.

ALL ASSIGNMENTS THAT ARE TO BE SUBMITTED USING APA 6 TH EDITION FORMATTING INCLUDING, BUT
NOT LIMITED TO:
• Times New Roman
• 12 pt.
• Papers should be double spaced
• 1 inch margins – top, bottom, left and right sides
• Cover Page with Title, university name, and your name and Running header
• Running header on each page
• Page numbers should be top right
• Word doc format

Directions for Submission of Assignments

• All assignments will be submitted electronically per the assignment guidelines

provided on Moodle. Unless otherwise noted, written assignments MUST be
submitted in Word format (doc, docx) and uploaded to Moodle. Other formats
will not be accepted nor scored.
• If you have any questions about assignment submission procedures email your instructor. Please
use “PPS 710- topic or assignment name in
question” in the Message line. Please allow 24 hours for a response, excluding holidays and
weekends.
• Please allow at least 1 week for assignment grading to be posted on Moodle

Pupil Personnel Services Division Policies

Grade Distribution Philosophy

If you are new to graduate school, you need to adjust your thinking about grades from your
undergraduate experience. Whereas a C is the average undergraduate grade, the B is the average
graduate grade. The philosophy of the Pupil Personnel Division at Fresno Pacific University is that
the grade of A is reserved for work that is outstanding, above the usual level of graduate
performance. Therefore, if you receive a B grade, you are producing appropriate graduate level
work.

Absence Policy
Attendance is necessary for successful learning. Students are expected to be present and engaged
throughout each class meeting. Students arriving late or leaving early will be noted for

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 consideration in participation grades. Each student is allowed two absences. A third absence may
put you at risk for failing the course.

Incomplete Policy
Incomplete grade requests will be considered per university policy. A student may request an
incomplete only when unavoidable circumstances make it impossible to complete all course
requirements (e.g. illness, accident or death in the immediate family.) A written medical excuse is
required when the request is based on accident or illness.

Late Work Policy

Late assignments will receive a 10 % reduction in value per week for up to four weeks. After four
weeks, the assignment will be given a zero credit grade. Per university policy, late work cannot be
accepted after the last day of the term.

Technology Policy
The special education division recognizes the need to use technology in the classroom
environment. Students using technology for activities outside the scope of the classroom
discussion may lose the privilege of using technology in the classroom.

Turnitin Policy
All signature assignments must be turned in to ELumen. Signature assignments not submitted
through ELumen will receive a 10% grade deduction. Signature assignments will need to be
submitted to Turnitin.com. Originality reports should reflect a 10% or less similarity not including
cited material and references. Students who wish to use Turnitin.com directly in order to check
their paper for originality prior to turning it in for grading may do so. Your professor will provide
each class with Class ID and Enrollment Password if appropriate.

Written Assignments
All Papers must be written APA 6th edition format. Students should bookmark:
http://owl.english.purdue.edu/owl/resource/560/01/ Students are also encouraged to purchase
the following text:

American Psychological Association (2009). Publication manual of the American psychological

association (6th Ed.). Washington, D.C. American Psychological Association. Papers not submitted
in APA 6th edition, will be returned ungraded.

University Policy and Procedures

Students are responsible for becoming familiar with the information presented in the Academic
Catalog and for knowing and observing all policies and procedures related to their participation in the
university community. A University Policy Summary may be found on the university website at
https://www.fresno.edu/students/registrars-office/university-policies. Read each of the following
policies prior to starting class.
• Online Attendance
• Academic Integrity

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