As Applied to

Offered Spring 2004

Context

Psy 361, Psychological Tests and Measurement, is a junior/senior level 3 credit hour course required for the psychology major. It is a blended statistics/survey course that is taken following the required methods/statistics sequence.

My primary objective as an on-line teacher is to connect with the students so they feel able to come to me for help. Students are often very anxious about the course as it involves statistics and the content is also challenging because it is often their first experience with application.

I purposefully keep the technology at a simple level as my psychology students are also generally techno-phobic. I gradually introduce the technology, giving them initial, low-threat, simple tasks (e-mail me a note, post a simple introduction message.) As I create all the technology myself I keep the design simple as well, within my artistic abilities. I am very careful to conform to ADA requirements in my pages.

Learning Objectives for the Course

Upon completion of this course students will

1. be able to explain and use core methodological and theoretical concepts concerning psychological measurement (e.g., reliability and validity).
2. understand the similarities and differences among various types of psychological measurements (e.g., interest inventories vs IQ tests).
3. understand ethical and professional responsibilities in psychological test design and use (APA standards).
4. be able to evaluate professional and popular press articles concerning basic measurement issues and make effective judgments about testing situations in their own lives.
   

The Spring 2004 Syllabus (in rtf format) can be accessed by clicking this link.

My syllabus has been peer reviewed and was chosen for the Project Syllabus website (http://www.lemoyne.edu/OTRP/projectsyllabus.html), Office of Teaching Resource in Psychology of the Society for the Teaching of Psychology.

Office Hours and options for contact are clearly explained in the syllabus. I use a variety of technology options to connect with my students, offering face-to-face, phone, email, and chat. I also provide clear directions to my office for someone driving and explain time differences so there is no confusion.

To see sample chat room meeting with a student click here.

I send an initial email welcome to the course.

I introduce myself using pictures and personal information in the Faculty Information button of Blackboard as well as links to my personal webpages that reveal my interests. I select photos that are open and welcoming.

Here is my Faculty Information post:

My Faculty Information

Professor, Director Sally Kuhlenschmidt E-mail: sally.kuhlenschmidt@wku.edu Work phone: 270-745-6508 Office Location: Center for Teaching & Learning 1783 Chestnut Office hours: All times mentioned in the course are for Central Time Zone. Personal Link: http://www.wku.edu/~sally.kuhlenschmidt/sally.htm

Glad to have you in the class and looking forward to getting to know you this term. We will do a lot of weekly discussion about course concepts so you aren't learning "by yourself". I welcome visits to my office and phone calls, not just emails. My office is in the gray house at the corner of University and 31 but it is on Chestnut. It is behind the brick WKU sign facing 31-W. Approach it by coming down Chestnut as if you were going to Nashville-- last house on the right.

I share appropriate information about myself as students introduce themselves in the first week activity. For example, if someone says they like to read mysteries, I say, 'I do too. I enjoy Dick Francis,' then ask what they enjoy.

As students post in the discussion board over the course of the term I reply in the board or email them directly. I check on students who haven't "appeared" in the course for awhile and I ask that students come by and visit sometime in the first two weeks of the term. (I ask out of town students to call me.)

To view a sample of my online interaction see the discussion linked below under '3. Use Active Learning Techniques.'

I answer almost all e-mail within 24 hours, including weekends. I sent or received at least 484 emails in the spring 2004 term (15 weeks) for a class that had 9 students.

I have students complete a Personal Information Page so I learn more about who they are and what they need and I respond to each individually as I read it. It has to be printed and mailed as, according to our university attorney, I need a written signature for the statement about whether they want to discuss grades via email.

To view a copy of the personal information page, click here.

Here is an excerpt from my syllabus:

Visit me. I would enjoy the opportunity to meet you during the first two weeks of the term if you can come to Bowling Green easily. Please schedule an appointment to ensure I'll be present. (If you drop by and miss me, introduce yourself to my secretary, Josh Marble. I want him to know you all.) When you come by, I want to take a snapshot of you to help me. I will give you a copy you may use in your personal webpage within Blackboard, but I won't be posting them anywhere unless I have your permission.

If coming to Bowling Green is a burden, I would like to have a chance to meet you by phone--again, schedule a time by e-mail and I can call you, saving you a long distance charge. I'll be asking you for a photo-- it doesn't have to be great-- a photocopy of an id card photo is fine. I just like to see you.

The first week students are asked to introduce themselves on the discussion board and share something of interest. My directions are:

Please introduce yourself to your classmates-- share a hobby or interest, relate a time that a test played an important role in your life. Experiment with the discussion board if you haven't been in before.

Student engagement on the discussion board is worth 45 out of 445 points with weekly participation scored on a 3 point scale and the criteria provided in the syllabus.

Students are rewarded for responding to one another in the discussion board. To view a sample of my online interaction see the discussion linked below under '3. Use Active Learning Techniques.'

Here is an excerpt from my syllabus:

The more you share and discuss on-line, the more you will enjoy the class. I expect interaction every few days, either with me or with other students. If the on-line student desires, face-to-face or telephone meetings are great.

Class participation provides the practice needed to learn any new behavior. If you ask questions, then ambiguous information is clarified for you and your classmates. If you are anxious about speaking out (or writing in the discussion board), talk with me.

For those who do "speak up" and contribute to the discussion for everyone to learn from, thank you. It is a very smart behavior. I use class participation in assigning final grades when a person is on the border. Ask your questions anytime during class (on the discussion boards on-line).

In addition, a major course project is creating a survey and evaluating it. I strongly encourage students to work with a partner on this project and most do work with a partner. They stay connected through the term as indicated by emails that talk about discussing matters with their partner.

Finally, I have students complete a webpage for themselves, using the Blackboard function.

When I observed students in prior terms having particular difficulty with the application piece of the course, I introduced Case-Based Learning. I wrote a series of 9 cases that my students would find relatively familiar and that involve psychological test principles in real life. Students are given questions to discuss in the forums. The cases are posted as webpages under Assignments.

To view the case from week 3: 'Sports Hero or Sandwich?' click here.

To view a portion of the discussion accompanying the case, 'Sports Hero or Sandwich?' click here.

To view the case from week 10: G-Whiz: What's Important? click here.

To view a portion of the discussion accompanying the case, 'G-Whiz: What's Important?' click here.

I use a portfolio approach for assessing student learning, in addition to 4 exams. One of the portfolio pieces in particular, the survey creation project, is an example of problem-based learning. I ask them to create a survey, administer it to classmates using the discussion forum anonymous feature, collect the data, analyze it, and then critique their work. I grade the analysis and critique and refer to the survey's throughout the term, encouraging students to apply what they are learning to their own survey.

On the weeks I don't provide a case, students typically describe how their own survey project realizes (or fails to realize) the principles they are learning or I refer them to a recent popular media publication on testing and solicit application examples.

To address the anxiety that often accompanies a course with statistics and particularly a course about testing, I begin the term with a lesson on Test Anxiety and provide students with a means for evaluating their anxiety and refer them for further help at the Counseling Center.

I responded to most email within 24 hours, even on weekends. I checked the discussion board at least every 48 hours and usually more often. I frequently leave Blackboard open on my desk and check throughout the day.

I offered practice exams before the test in 2004.

Students received the answers for the multiple choice portion, within a day, on average, of when the last student finished the exam. The essay feedback came within a few days. I provided individualized feedback on essay writing for each exam using email.

I graded each element of their portfolio as it was submitted, typically in less than 3 days of the receipt date.

I try to build in some immediate feedback as my list of assignments comes in the form of a checklist. They can mark as they do each task. I've had students comment how much they like that feature.

My initial email message sets the tone that this is a course requiring effort without discouraging already anxious students.

On the Personal Information Page I ask students to

*Record two-four times during the week that you will set aside to work on this course.

I place in my syllabus the explicit expectation that they will contribute to weekly discussion and grade accordingly.

I check the Course Statistics about 3 weeks into the term and email each student with their "hits" and the average number of hits for the class.

During the first week I communicate that students do need the prerequisite courses to be successful in this class. I examine transcripts and contact students with questions. The reading and tasks assigned are rigorous. Each reading begins with learning objectives. It is the first time most have done a research type project and integrated the various skills acquired with the concepts learned.

Portfolio assignment.

In advance of the tasks, I provide the scoring rubric I use for the Portfolio and the major survey task so that students know what will be evaluated.

Survey Project Grade Sheet

Portfolio Grade Sheet

The major course project is the creation, over the course of the term, of a portfolio of test examples or projects. I have them gather together all the various activities they do to learn about assessment concepts. They must then look over and assess their work. Each year as I read their assessment I observe the variations in what different students find valuable or significant.

The tasks in the portfolio range from creating an item for their exam (posted in a forum for all to see with a critique from me) to the survey project mentioned previously. I provide links to various types of questionnaires posted on-line for them to be able to actually try some of the tasks they've read about.

Teaching a statistics course to psychology majors presents challenges in encouraging them to think logically about issues that evoke strong passion, such as 'ability' and 'educational testing'. I work at showing them how each of these approaches to the world (passion and logic) are valuable but for particular problems. In the first week we do a methodical examination of test anxiety but I also ask them to provide their metaphors for tests and have them self-assess. They mail me the metaphors (thus testing that our email connection is working) and I respond to all, but with particular care to those who indicate a strong aversion to tests.

Click here to view the metaphor task.

I do provide supplemental material to the text, basically on-line lectures. Students in this course benefit from getting the material repeatedly from a variety of sources. This is material that I write personally and I also create the images myself. Although they may be "rough" I feel that roughness provides a sense of a genuine human on the other side of the screen. I think that offering images with text helps students grasp the material.

Here is a sample "lecture" on Understanding Scores. Please note that I had already updated it for 2005 but the changes weren't substantial.

I routinely have students complete a Blackboard survey (which allows them to give feedback to me anonymously). As follows:

I'd appreciate hearing how you feel the course is going so far. This is anonymous feedback.

What's the best thing about the course so far?
What changes would you like?
What topic remains the most confusing for you?

2004 Results:

What's the best thing about the course so far?

-Dr. Kuhlenschmidt is very helpful and understanding with those who are new to the web course. She replies very fastly and tries to keep us informed on what we need to be doing at all times.
-that the teacher is very helpful and encourages questions
-I don't have to show up and physically go to a class.
-convenience...fits into schedule well
-I like that the professor keeps constant contact with the students and sends reminders of different assignments
-The willingness of the instructor to be helpful.

What changes would you like?

-I would like study guides for the tests. The practice exam wasn't as helpful as I had hoped it would be.
-To have atleast one class meeting so I know who is in my class
-Maybe it will slow down now, but it seems as if i can't get a message posted fast enough.
-the test was a little tougher than i imagined it would be...i felt like the questions were hard to decipher and possibly that was because we have had no typical "in class" time that would give us examples of how you word things, etc.
-I can not think of any at this time.
-Maybe more notice on things coming up in the near future.

Question: Short Answer/Essay
What topic remains the most confusing for you?

-The partner questionnaire project.
-Why do you test if it is all relative and fluid anyway.
-The project, but a am gaining knowledge on it very quickly.
-The test project is beginning to take shape, but it has been the most confusing thus far
-None at this moment
-The new stuff were covering on Reliability can be very confusing at times.

Finally, my submitting these documents for review by the KYVU Online Excellence Awards committee is a form of self-assessment for me. The process of structuring my materials against the criteria provides me with feedback on my work as a teacher. Thank you for your review of these documents.

Contact the author with comments or questions about this site by following the directions at this page (which will open in a new window.)