The goal of the programme is to provide individuals with in-depth knowledge in educational psychological theories and models, principles and practices in the school and other social settings. Such individuals should be able to teach in tertiary institutions as well as provide educational psychology services in relevant institutions.
The graduate will acquire:
A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:
A non- research master’s degree candidate seeking admission to the MPhil Programme must:
The goal of the programme is to provide individuals with in-depth knowledge in educational psychological theories and models, principles and practices in the school and other social settings. Such individuals should be able to teach in tertiary institutions as well as provide educational psychology services in relevant institutions.
The graduate will acquire:
A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:
A non- research master’s degree candidate seeking admission to the MPhil Programme must:
Individual guidance and direction in the choice of a problem area is provided by an assigned supervisor. The student is involved in reviewing literature, collecting and analysing data and presenting a final report.
This course focuses on several aspects of psychological testing. It deals with the historical evolution of psychological tests and the identification and measurement of traits. The item design, strengths and limitations, use, interpretation and adaptation to local, administration and analysis of psychological tests is covered. Aptitude tests, intelligence tests such as Stanford-Binet and Wechsler Intelligence Scales and personality tests such as the Minnesota Multiphasic Personality Inventory (MMPI), and Myers-Briggs Type Indicator (MBTI) are treated. For each of the tests, the construction, strengths and limitations, use, interpretation and adaptation to local conditions are discussed.
This course examines generalizability theory and the application to the practice of assessment. The course covers generalizability designs (crossed, nested, random and fixed effects) and coefficients and the contributions of the theory to performance assessment and expansion of classical reliability theory. There is a demonstration of how generalizability theory is used for validation studies. A generalizability study will be conducted to determine magnitude of sources of error and results applied to improve measurement designs within an applied assessment practice context.
This course provides the basics of item response theory and examines the use of Item Response Theory (IRT) models for test construction and ability estimation. Concepts, models and features are discussed. The item characteristic curve and the estimation of parameters, test characteristic curves, ability estimation and item and test information functions are treated. Assessment of model fit and efficiency functions are described. Models for tests with dichotomous items are covered and discussions include advantages and disadvantages of IRT relative to Classical Test Theory. Models for tests with polytomous and mixed items are covered. Other topics include the detection of differential item functioning (or item bias), and the role of IRT in Computer Adaptive Testing (CAT). The various approaches to assessment of item fit and a discussion of their strengths and weaknesses is made. The identification and comparison of the various software packages currently available for IRT applications are made. Use is made of at least two different packages and the outputs interpreted.
The course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in measurement, evaluation, and applied statistics are investigated. There is an overview of educational research methods including validity and reliability of data and practical considerations in planning, conducting and disseminating research outcomes and improving research. The course provides students with skills and knowledge needed for qualitative and quantitative inquiry as well as critiques of research. An overview of appropriate statistical tests in quantitative inquiry, including univariate and multivariate statistics, are covered.
The course is in two parts. The first part focuses on a critical examination of various scholars' theoretical perspectives on fundamental issues in evaluation practice. The course is an advanced study of programme evaluation in education and related fields, including investigating its purposes and procedures, with attention to settings, personnel, and performance; review of principal theories; and study of models, histories, political contexts, ethics, and the nature of evidence. The second part focuses on the application of evaluation theories and models in answering questions in education and dealing with educational problems. Students will deal with clarifying an evaluation request and responsibilities, setting boundaries and analysing an evaluation context, identifying and selecting the evaluative questions and criteria, planning the information collection, analysis and interpretation. It also deals with developing a management plan for the evaluation, collecting evaluation information, analysing, interpreting, reporting and using evaluation information and conducting meta-evaluations.
This course focuses on the design, development, and implementation of performance-based assessment. Task analysis and design, scoring scheme development and use, and assessment deployment, are covered through critique and practice. Emphasis is on a description of performance and portfolio assessment within the larger continuum of assessment methods, advantages and disadvantages of performance-based assessment versus other assessment methods, authentic and alternative assessment, and reliability and validity issues. Students will design and create a complete, packaged performance assessment.
The course deals with the statistical processes of determining comparable scores on different forms of a test and adjusting for test difficulty differences so that only real differences in performance are reported. It deals with concepts of equating including equating properties, equating designs, equating methods, equating error and statistical assumptions necessary for equating. Computation of equating functions and the interpretation of results from equating analyses are covered. The importance of equating to test development and quality control measures are discussed. The use and interpretation of relevant statistical software will also be treated. Students will design a reasonable and useful equating study and conduct equating in a realistic testing situation.
