In this course students are introduced to the design and statistical principles of the experimental approach to educational research with particular emphasis on the appropriate analysis of data arising from designed experiments. A variety of experimental designs, their advantages and disadvantages, estimation of treatment effects, and significance testing are treated. Various types of analysis of variance are introduced from the general linear models framework. Both univariate and multivariate procedures of data analysis including ANOVA, ANCOVA and MANOVA are covered for within and between subjects’ analysis as well as factorial and nested designs. Assumptions underlying the appropriate use of each of the procedures and the interpretation of the results are also covered.
This course focuses on the construction and use of measures of cognitive achievement and ability. Topics include test planning, item writing, test try-out, item analysis, reliability, validity, criterion-referencing, norm-referencing, item banking, and aptitude test design. Students write items, critique items written by others, construct tests, try out and revise tests, and develop test manuals to document the process of test development and the quality of their tests. Students will also set standards for the tests constructed. Issues on the principles and practice of school-based assessment are discussed.
This course examines classical test theory and the application to the practice of assessment. At a foundational level, model assumptions are explored and used to understand the development of different notions of reliability and dependability. At a practical level, statistical techniques developed from the theory are applied to develop and/or improve assessment practices. Topics treated include true score model of classical test theory and its assumptions and properties, similarities and differences between parallel, tau-equivalent, essentially tau-equivalent, and congeneric tests, methods for estimating reliability and validity. An item and reliability analysis will be conducted and results used to develop a new test or improve an existing one.
In this course, the student will critically examine issues related to special education assessment policies, the selection of appropriate assessment instruments (e.g. the use of formal and informal assessment techniques), the role of the multi-disciplinary team, and parental involvement. More emphasis will be placed on assessment procedures in Ghana. At the end of the course, the student should be able to adopt appropriate assessment procedures that meet the needs of the child.
The course exposes students to a variety of approaches to planning and conducting educational evaluations. It also provides practical guidelines for general evaluation approaches in education. The role of evaluation in improving education, basic concepts and procedures for evaluating educational programmes in applied settings and alternative views of evaluation conducting and using evaluations are examined. Students will be expected to carry out a mini project on educational evaluation and present the evaluation report.
This course is intended to enhance students’ knowledge and competency in constructing achievement tests and interpreting the test scores. Topics for the course include test theory, classical true score theory, reliability, validity, standard setting, classical item analysis, test equating theory and fundamentals of item response theory.
Students enrolled in this course should have taken EPS 851, Intermediate Statistics and EPS 858, Inferential Statistics. This course is intended to equip students with the ability to analyse data. The course will further equip the student with the skills of choosing the right statistical test to use, how to use it and when to use it. Both parametric and nonparametric tests will be studied. Interpretation of outputs from SPSS computer analysis of the various statistical tests is highlighted. The major topics treated include factorial designs, randomized block and split-plot designs, analysis of covariance, non-parametric statistical methods and factor analysis.
The prerequisite of this course is EPS 853 Assessment in Schools. The course exposes students to the practical aspects of classroom test construction, administration in a school setting and classical item analysis to concretize their competency and skills in ability/ability test construction. The student is expected to work under guidance to review and discuss relevant assessment literature and present assignments related to item construction as well as present, at least two projects; one on multiple-choice test and the other on constructed response items.
This course examines both theoretical and practical issues in students’ assessment. It discusses the nature and relevance of assessment in the teaching and learning processes and examines extensively the theoretical and practical issues of validity and reliability of assessment results. Principles and guidelines for crafting various teacher-made tests and standardized tests are also discussed. Professional responsibilities, appropriate ethical behaviour of educators in assessment as well as legal requirements in educational assessments are presented and discussed.
This course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in meausrement, evaluation and applied statistica are investigated. There is an overview of educational research methods including validity and reliability and validity 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.