| Credit | 6 points | |
| Availability | Semester 1, non-standard teaching period | |
| Outcomes | Students are able to (1) understand the fundamental concepts of assessment and measurement theory; (2) use understandings of measurement theory to investigate developmental continua; (3) design and construct assessments; and (4) apply software to analyse assessment data. | |
| Content | This unit develops an understanding of the fundamental concepts of assessment and measurement necessary for systematically investigating developmental continua, designing and constructing assessments, using information from assessments, and evaluating the quality of assessments. By introducing the concept of quantity, the unit builds up to a definition of measurement which is standard for any phenomenon, physical, biological or cognitive. It also discusses the use and construction of measuring instruments. The unit is concerned with measurement as a process in which assessments are deliberately constructed to measure particular abilities, data are generated and inferences drawn. The unit builds towards a framework within which to understand fundamental principles and features of the process of educational assessment and measurement. As basic principles are explained, actual examples are referred to in order to make the principles and their importance tangible. | |
| Assessment | This comprises a major project in which each student focuses on aspects of the process of assessment and measurement of greatest relevance to work, or of greatest personal interest as a research topic. The materials are structured so that students can develop an understanding of all key facets of the process of assessment and measurement before focusing on a particular area. Supplementary assessment is not available in this unit. | |
| Unit Co-ordinator(s) | Associate Professor Stephen Humphry and Assistant Professor Sandy Heldsinger | |
| Location | UWA (Crawley) | |
| Mode | on-campus | |
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