Skip to main content

Educational Research, Measurement, and Evaluation Courses (ERME) Lynch School of Education


Subject Area Course # Course Title Semester Credit Hours Expand
ERME 1060 Classroom Assessment Fall/Spring 3
Course Description

This course emphasizes that assessment entails more than quizzes, unit tests, and standardized multiple-choice measures of student learning. The course explores how assessment is a key component of all aspects of the instructional process including organizing and creating a classroom culture, planning lessons, delivering instruction, and examining how students have grown as result of instruction. The validity of inferences and decisions made based on assessment information is examined within each phase of instruction. The goal is to show students that assessment is an integral part of teaching that should not be separated from daily classroom practices.


Instructor(s): The Department

Prerequisites: None

Cross listed with:

Comments:

ERME 7101 Readings and Research in Educational Research, Measurement, and Evaluation Fall/Spring/Summer 3
Course Description

Under the direction of a faculty member who serves as Project Director, a student develops and carries to completion a significant study.


Instructor(s): The Department

Prerequisites: Faculty member approval

Cross listed with:

Comments: By arrangement

ERME 7460 Interpretation and Evaluation of Research Fall/Spring/Summer 3
Course Description

This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. Each student will develop a research proposal.


Instructor(s): Larry Ludlow and Lauren Saenz

Prerequisites: None

Cross listed with:

Comments: Mental Health counseling students must take APSY7460.12. Other sections do not meet licensing requirement for mental health students.

ERME 7462 Assessment and Test Construction Fall 3
Course Description

This course addresses the major issues of educational assessment, with emphasis on the characteristics, administration, scoring, and interpretation of both formal and informal assessments, including but not limited to tests of achievement. All forms of assessment are examined including observation, portfolios, performance tasks, and paper-and-pencil tests, including standardized tests. Basic techniques of test construction, item writing, and analysis are included. Standardized norm-referenced tests and statewide testing programs are also examined.


Instructor(s): The Department

Prerequisites: None

Cross listed with:

Comments:

ERME 7466 Program Evaluation I Fall 3
Course Description

This course addresses the theoretical and philosophical foundations of program evaluation, with emphasis on the roles of social and political theory, methodology, epistemology, and philosophy of science in various models of evaluation in education. Each evaluation model will be examined in terms of the purpose, knowledge construction, the role of the evaluator, relationship to objectives, relationship to policy and decision-making, criteria, and design. The course also includes a focus on issues of value-neutrality and value judgment.


Instructor(s): Lauren Saenz

Prerequisites: None

Cross listed with:

Comments: ERME7466 is a prerequisite for ERME7467 Program Evaluation II.

ERME 7467 Program Evaluation II Spring 3
Course Description

This course will cover the basic steps in planning and carrying out a program evaluation. Topics covered will include identification and selection of measurable objectives, choice of criteria, instruments, addressing limitations related to various issues, analysis of data, interpretation and reporting of data, and budgeting. Standards, competencies, and ethical considerations for program evaluation will also be covered.


Instructor(s): Lauren Saenz

Prerequisites: ERME7466 or Consent of Instructor

Cross listed with:

Comments:

ERME 7468 Introductory Statistics Fall 3
Course Description

An introduction to descriptive and inferential statistics. In particular, students will learn descriptive statistics, graphical and numerical representation of information; measures of location, dispersion, position, and dependence; the normal distribution; and exploratory data analysis. Also, students will be introduced to inferential statistics, point and interval estimation, tests of statistical hypotheses, sampling distribution of t, and inferences involving one or more populations, as well as ordinary least squares regression and chi-square analyses. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package.


Instructor(s): Laura O'Dwyer and Zhushan Mandy Li

Prerequisites: None

Cross listed with:

Comments:

ERME 7469 Intermediate Statistics Fall/Spring 3
Course Description

Topics and computer exercises address tests of means, partial and part correlations, multiple regression, analysis of variance with planned and post hoc comparisons, analysis of covariance, repeated measures analysis, elements of experimental design, and power analysis.


Instructor(s): The Department

Prerequisites: ERME/APSY7468 or its equivalent and Computing Skills

Cross listed with:

Comments:

ERME 7560 Seminar on Issues in Testing and Assessment Fall 3
Course Description

Provides a technical introduction to the design, analysis and reporting of various types of tests, including school-based formative and summative tests, high-stakes external assessments, and large-scale survey assessments. Examines interpretation and validation issues related to test use, especially for school accountability and the formulation of education policy.


Schedule: Biennially

Instructor(s): Henry Braun

Prerequisites: None

Cross listed with:

Comments: Recommended: ERME/APSY7462 and ERME/APSY7469

ERME 7561 Evaluation and Public Policy Fall 3
Course Description

The course will examine some issues that arise in educational accountability. The purpose is to develop a deeper understanding of the policy issues and a critical appreciation of the relevant methodological strategies. Topics include the establishment and use of state-specific performance standards under NCLB and the quantification of the relative rigor of those standards; the evaluation of school or teacher effectiveness using so-called value-added models; and the policy evaluation of school reform efforts (such as charter schools) using data from large-scale cross-sectional surveys. The latter two topics both involve causal inferences from observational studies.


Schedule: Biennially

Instructor(s): Henry Braun

Prerequisites: ERME7466 or Consent of Instructor

Cross listed with:

Comments:

ERME 7565 Large-Scale Assessment: Methods and Practice Spring 3
Course Description

Examines large scale assessment procedures internationally (TIMSS and PIRLS) and nationally (NAEP and NCLB). Considers technical, operational, and reporting procedures in view of requirements for reliability and validity as well as resource constraints and political issues. Uses examples from the TIMSS and PIRLS international assessments in mathematics, science, and reading to illustrate procedures for instrument development, sampling, data collection, analysis, IRT scaling, and reporting results.


Instructor(s): Ina Mullis

Prerequisites: None

Cross listed with:

Comments: Recommended: ERME/APSY7462 and ERME/APSY7468

ERME 7601 Introduction to Mathematical Statistics Spring 3
Course Description

Quantitative methods in educational and psychological research have become increasingly complex over time, employing more sophisticated models and estimation strategies. This course helps students to develop a deeper understanding of the strengths and limitations of different approaches to inference and to appreciate some of the ongoing arguments among the adherents of the different philosophies regarding statistical inference.


Schedule: Biennially

Instructor(s): Henry Braun

Prerequisites: None

Cross listed with:

Comments:

ERME 7679 Fundamentals of Data/Assessment Literacy Summer 3
Course Description

Student assessment is currently a high-stakes effort for many schools and school districts. This course presents an overview of the range of major assessments being used by most schools and the types of data that are generated, as well as some of the ways in which this data can be used to improve instruction for students.


Instructor(s): Nathaniel Brown

Prerequisites: None

Cross listed with:

Comments:

ERME 8100 Master's Comprehensives Fall/Spring/Summer 0
Course Description

All master's students who have completed their course work and are preparing for comprehensive exams must register for this course.


Instructor(s): Elizabeth Sparks

Prerequisites: None

Cross listed with:

Comments:

ERME 8101 Interim Study: Master's and C.A.E.S. Students Fall/Spring 0
Course Description

Master's and C.A.E.S. students who need to take one to two semesters off during the academic year, but wish to remain active in the University system must enroll in this course. Students cannot enroll in this course for more than two consecutive semesters during the academic year (e.g., fall and spring). Students who need to be away from their studies for more than two consecutive semesters during the academic year should file for a formal leave of absence.


Instructor(s): Elizabeth Sparks

Prerequisites: None

Cross listed with:

Comments:

ERME 8664 Survey Methods in Educational and Social Research Fall 3
Course Description

This course is designed to familiarize students with the strategies, techniques, tactics, and issues in the development and administration of survey instruments. It will emphasize theoretical, measurement and practical considerations in the development of attitudinal instruments. The development and analysis of data resulting from several types of measurement scales will be covered.


Schedule: Biennially

Instructor(s): Laura O'Dwyer

Prerequisites: ERME/APSY 7469

Cross listed with:

Comments: Ph.D. students only; all others by instructor permission.

ERME 8667 General Linear Models Fall/Spring 3
Course Description

Addresses the construction, interpretation, and application of linear statistical models. Specifically, lectures and computer exercises cover ordinary least squares regression models; matrix algebra operations; parameter estimation techniques; missing data options; power transformations; exploratory versus confirmatory model building; linear-model diagnostics, sources of multicollinearity; diagnostic residual analysis techniques; variance partitioning procedures; dummy, effect, and orthogonal coding procedures; and an introduction to structural equation modeling.


Instructor(s): Larry Ludlow and Zhushan Mandy Li

Prerequisites: ERME/APSY 7469

Cross listed with:

Comments: Ph.D. students only; all others by instructor permission.

ERME 8668 Multivariate Statistical Analysis Spring 3
Course Description

Provides lectures, examples, and student analyses that address multiple group discriminant analysis, classification procedures, principal components and common factor analysis, and multivariate analysis of variance.


Schedule: Biennially

Instructor(s): Zhushan Mandy Li

Prerequisites: None

Cross listed with:

Comments:

ERME 8669 Psychometrics I:Classical Test Theory&Rasch Models Spring 3
Course Description

Presents a study of theoretical concepts, statistical models, and practical applications in educational and psychological measurement. General topics include the history of measurement, Thurstone and Guttman scales, classical true-score theory, and item response theory. Specific topics include principles of Rasch measurement, parameter estimation procedures, fit statistics, item banking, and computer adaptive testing.


Schedule: Biennially

Instructor(s): Larry Ludlow

Prerequisites: None

Cross listed with:

Comments: Ph.D. students only; all others by instructor permission.

ERME 8670 Psychometrics II:Item Response Theory Fall 3
Course Description

This course will present an advanced study of theoretical concepts, statistical models, and practical applications in educational and psychological measurement. Topics include item response theory, methods for estimating latent trait and item parameters, models for polytomously scored items, explanatory item response models, and multidimensional item response models. Some practical applications of IRT: DIF assessment, computerized adaptive testing, test equating, linking, scaling.


Schedule: Biennially

Instructor(s): Zhushan Mandy Li

Prerequisites: None

Cross listed with:

Comments:

ERME 8724 Technology-Enhanced Assessment Spring 3
Course Description

Computers are widely available in schools and are increasingly used for large-scale testing programs. This course examines cutting-edge applications of computer-based technologies to the technology of testing and assessment. Among the topics explored are validity issues specific to computer-based testing; accessibility, universal design, and computer-based testing; computer adaptive testing; simulation-based and multimedia tests; and computer scoring of writing. The course encourages students to explore ways in which computer-based technologies can be used to enhance assessment and solve challenges to current approaches to student assessment.


Schedule: Biennially

Instructor(s): The Department

Prerequisites: ERME/APSY 7462 and ERME/APSY 8667

Cross listed with:

Comments:

ERME 8861 Multilevel Regression Models Spring 3
Course Description

This course introduces students to multilevel regression modeling (aka hierarchical models or mixed effects models) for analyzing data with a nesting or hierarchical structure. We discuss the appropriate uses of multilevel regression modeling, the statistical models that underpin the approach, and how to construct models to address substantive issues. We consider a variety of types of models, including random intercept, and random slope and intercept models; models for longitudinal data; and models for discrete outcomes. We cover various issues related to the design of multilevel studies, model building and the interpretation of the output from HLM and SPSS software programs.


Schedule: Biennially

Instructor(s): Laura O'Dwyer

Prerequisites: ERME/APSY 8667

Cross listed with:

Comments:

ERME 8862 Design of Experiments Fall 3
Course Description

This course will introduce experimental design as a paradigm for thinking about the conduct of educational research and evaluation. The goals of this course are to introduce students to the design and statistical principles of the experimental approach to educational research with particular emphasis on the correct analysis of data arising from designed experiments. We will discuss a variety of experimental designs, their advantages and disadvantages, estimation of treatment effects, and significance testing. The topics covered will include the underlying logic of experimental and quasi-experimental designs, regression discontinuity and factorial designs as well as cluster randomized and multi-site trials.


Schedule: Biennially

Instructor(s): Laura O'Dwyer

Prerequisites: ERME/APSY 8667

Cross listed with:

Comments: Note: During the 2012-13 academic year, this course will be offered in the fall instead of the regular spring term due to instructor sabbatical.

ERME 8864 Survey Methods in Educational and Social Research Fall 3
Course Description

This course is designed to familiarize students with the strategies, techniques, tactics, and issues in the development and administration of survey instruments.It will emphasize theoretical, measurement and practical considerations in the development of attitudinal instruments. The development and analysis of data resulting from several types of measurement scales will be covered.


Schedule: Biennially

Instructor(s):

Prerequisites: Must have successfully completed ERME7469

Cross listed with:

Comments: Ph.D students only; all others by instructor permission.

ERME 9852 Mixed Methods Research: Issues in Theory & Practice Spring 3
Course Description


Instructor(s): Lauren Saenz

Prerequisites: None

Cross listed with:

Comments:

ERME 9901 Doctoral Comprehensives Fall 3
Course Description

TBD


Instructor(s):

Prerequisites: None

Cross listed with:

Comments:

ERME 9911 Doctoral Continuation Fall 3
Course Description

TBD


Instructor(s):

Prerequisites: None

Cross listed with:

Comments:

ERME 9941 Dissertation Seminar in Educational Research, Measurement and Evaluation Fall/Spring 2
Course Description

This two-semester seminar is designed to assist doctoral candidates in the preparation of a formal doctoral dissertation proposal. All aspects of dissertation development will be discussed (e.g., problem development, human subjects review, final defense). Students will develop and present a series of draft proposals for faculty and student reaction. Depending on the circumstances of the student, an acceptable pre-proposal (Intent) or full dissertation proposal is required for completion of the course.


Schedule: Biennially

Instructor(s): Larry Ludlow

Prerequisites: Advanced Statistics and Research Design. Permission of instructor.

Cross listed with:

Comments: 1 cr in the Fall, 2 cr in the Spring

ERME 9960 Seminar in Educational Measurement and Research Fall 3
Course Description

This course is an examination of theoretical and procedural developments in measurement, evaluation, and research methodology.


Schedule: Periodically

Instructor(s): The Department

Prerequisites: None

Cross listed with:

Comments:

ERME 9988 Dissertation Direction Fall 3
Course Description

TBD


Instructor(s):

Prerequisites: None

Cross listed with:

Comments: