Quantitative subjects
476-664 / EDUCO 0213
Semester 2 2009
Coordinator - Professor Ray Adams
This unit provides an understanding of item response modelling. The subject examines item response theory from an advanced perspective, including the development of single and multiple parameter models, their specification, estimation and evaluation. Procedures for calibration and banking tasks based on rating and criterion referenced scales, constructed response and judgement-based assessments as well as choice tasks are explored. Additional topics include differential item functioning, test equating, and multi-faceted and multi-dimensional models. Applications of the models are explored with ConQuest.
Large-Scale Survey Research
476-694
Not offered in 2009
Coordinator - Hamish Coates
476-656 / EDUCO 0220
Semester 1 2009
Coordinator - Associate Professor Esther Care
An integrated approach to research in the field of educational and developmental psychology. The interdependence of measurement, design, and analysis is emphasised. Practical aspects of data management and analysis (using SPSS and AMOS) is included in the laboratory component. Specific multivariate techniques are studied - their selection, use, interpretation, and reporting. Data sets relevant to the practice of educational psychology are used to inform exercise hypotheses and analyses.
481-813 / EDUCO 0175
Semester 1 2009
Coordinator - Associate Professor Margaret Wu
An examination of various methods of collection, display and analysis of quantitative data. Topics include: design of quantitative research programs; survey design; experimental and quasi-experimental designs; development and testing of questionnaires and other data collection instruments; item selection, reliability and validity of construct measures; exploratory and statistical analysis including multivariate techniques; methods for displaying and reporting analyses of quantitative data for various audiences. The subject emphasises the use of standard statistical analysis and involves the parallel development of computing skills and non-mathematical understanding of quantitative approaches.