Introduction

Classical test theory says that the observed test scores are the sum of a true score and an error score where the true and the error scores are independent. Generalizability theory acknowledges and allows for variability in assessment conditions that may affect measurements. Advantage of this theory lies in the fact that researchers can estimate what proportion of the total variance in the results is due to the individual factors that often vary in assessment, e.g. setting, time, items, and raters. Item response theory was proposed for ability assessment. It offers a paradigm for the design, analysis, and scoring of tests, questionnaires, and similar instruments measuring abilities, attitudes, or other variables of interest among students. The aim of this course is to provide students with the latest development in the area of assessment, evaluation and testing.  It mainly covers: appraising the history of test development in internationalperspective, critically reviewing the test theories, explaining the concepts of NRT and CRT, explaining the concept of standardized testing,  critically reconsidering the models of assembling test items, explaining the concepts in item generation and item banking, critically revisiting the models of assembling multiple tests, and demonstrating the basics of computer-based test design models. 

Learning Outcomes 

After studying the course, the students will be able to:

1. Review the history of test development in international perspectives
2. Critically review the test theories (Classical, Generalizability and Item Response)
3. Understand the concepts of NRT and CRT
4. Understand the concept of standardized testing
5. Critically review the models of assembling test items in regard to IRT
6. Explain the concepts of item generation and item banking using IRT
7. Critically review the models of assembling multiple tests
8. Understand basics of computer-based test design models (CAT, MST)

Assessment Criteria 

MidTerm = 30 % 

FinalTerm = 50 % 

Sessional = 20 %

Books 

Recommended Texts 

1. Boud, D., & Falchikov, N. (Eds.). (2017). Rethinking assessment in higher education: Learning for the longer term.NY: Routledge. 
2. Shultz, K. S., Whitney, D. J. & Zickar. M. J. (2014). Measurement theory in action: case studies and exercises. NY: Routledge. 

Suggested Readings

1.    Brookhart, S. M., & McMillan, J. H. (Eds.). (2020). Classroom Assessment and Educational Measurement. NY: Routledge.

2.    Cooper, C. (2019). Psychological testing: Theory and practice. NY: Routledge. 

3.    Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning.Thousand Oaks: Corwin Press. 

4.    Eckes, T. (2015). Introduction to many-facet Rasch measurement: analyzing and evaluating rater-mediated assessments. NY: Peeterlang. 

Timetable