Teaching Introductory Measurement: Suggestions for What to Include and How to Motivate Students

Abstract

In this article, we discuss the importance of measurement literacy and some issues encountered in teaching introductory measurement courses. We present results from a survey of introductory measurement instructors, including information about the topics included in such courses and the amount of time spent on each. Topics that were included by the largest percentages of respondents were: validity, reliability, item analysis, item development, norms, standardized scores, classical test theory, instrument interpretation, and the history of testing, each of which was covered by at least 50% of respondents. Respondents were also asked the number of class sessions spent on each topic, and were asked to rate the importance of each. Responses to these questions closely paralleled those regarding the percentages of respondents who included these topics in their courses. We also report suggestions for class activities, arguing that those teaching introductory measurement courses should emphasize the relevance of measurement concepts to students’ lives and future careers. To this end, we provide suggestions for activities that might help to accomplish this goal.

Content of measurement courses in the undergraduate psychology curriculum.

“…However, is this consistent with the actual content of measurement courses? Bandalos and Kopp (2012) surveyed instructors of introductory measurement courses and found that 90% of psychology programs discussed validity, reliability, classical test theory, item analysis/evaluation, and test construction/ item development, and over 80% also discussed norms/standardized scores. Coverage of particular types of tests was not mentioned.…”

“…Testing is pervasive in our country, including school- and employment-related testing, questionnaires, polls and surveys, and testing to obtain licenses and certifications. Therefore, it is important for all individuals in our society to understand basic measurement principles (Bandalos & Kopp, 2012). Measurement literacy is especially important for psychology majors entering careers in which some form of assessment is used.…”

A modified peer rating system to recognise rating skill as a learning outcome

“…The present paper moves beyond collaborative learning and teamwork, to report on an unexamined curriculum benefit. For social sciences, data processing skills are curricular goals because graduates are expected to know how to distil systematic information from open-ended interviews, field observation notes, or opinion polls (; Lejeune, 2001;Aiken, West, & Millsap, 2009;Bandalos & Kopp, 2012). While each discipline may have its own version of learning goals, they resemble the guideline of the American Psychological Association (APA, 2013), which notes students ought to 'collect, analyse, interpret, and report data' (sec.…”

“…However, past research has shown a curricular shortfall on the coverage of measurement not only in psychology but also in management, education and a number of other degree programs (Patelis, Kolen, & Parshall, 1997;Aiken et al, 2009;Bandalos & Kopp, 2012;Aguinis & Edwards, 2014;Dahlman & Geisinger, 2015). Deficits in measurement skills can potentially dissuade college graduates from using unfamiliar measurement tools to pursue scientific inquiries or answer practical questions.…”

“…Wide interpretation of the rubric: When certain parts of the rubric enjoyed a wide interpretation, it was used as a teachable moment for test construction, item development and item evaluation (Bandalos & Kopp, 2012). The instructor explained that a rubric has a variety of interpretations just as a questionnaire has a variety of items.…”