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Assessment and testing is widely employed for educational decision making about individuals. It is therefore essential that professional educators are knowledgeable about assessment and testing concepts, principles and methods. The emphasis in this course is on developing an understanding of individual assessment as a hypothesis driven problem-solving process, underpinned by a sound theoretical knowledge of measurement principles and data collection skills applied to a range of educational domains. This course is designed to meet the needs of teachers in regular and special education, and those in or aspiring to various support roles, including guidance officers and learning support teachers.

Initial topics build the foundational frameworks of the course by establishing individual assessment and testing as a systematic process for generating valid information to support sound educational decision making, while examining the ethical-legal context of assessment and testing practices. Students will develop an understanding of measurement concepts such as validity and reliability as well as processes underlying test construction such as standardization and norms. Subsequent topics address the data collection practices of observation, interviewing and formal testing, and the processes of assessment accommodations and oral and written reporting. Specific approaches to the assessment of academic achievement, social and emotional functioning and intelligence will also be explored.

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:

1. demonstrate knowledge and understanding of basic measurement concepts and the principles underlying test construction (Assignments 1 and 2);
2. demonstrate an ability to evaluate tests with regards to purpose and psychometric adequacy (Assignment 1);
3. demonstrate knowledge and understanding of sound data collection practices for observation, interviewing and formal testing approaches (Assignments 1 and 2);
4. demonstrate basic knowledge and understanding of appropriate methods and tests for assessing academic achievement, social and emotional functioning and intelligence (Assignments 1 and 2);
5. demonstrate an ability to analyse assessment practices and issues with regards to ethical-legal frameworks (Assignment 2);
6. produce an appropriately styled written assessment report which demonstrates an ability to utilise an hypothesis driven problem solving approach and synthesize available data to make appropriate educational recommendations (Assignment 2);
7. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1 and 2).