MMY Teaching Module: Graduate Course - School Psychology

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08/13/2020 Added

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Mental Measurements Yearbook (MMY), Teaching Module by Jim Persinger, PhD, Emporia State University

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[00:00:00.195]Hi, I'm Jim Persinger.
[00:00:01.508]I'm Chair of the Department of Psychology
[00:00:03.518]at Emporia State University and the
[00:00:05.398]Director of the School Psychology Program
[00:00:07.408]for about 20 years. My duties primarily
[00:00:09.478]involve teaching assessment courses.
[00:00:11.294]These are both graduate and undergraduate
[00:00:13.597]courses and the candidates in there
[00:00:16.768]what they all have in common is that they
[00:00:19.298]are entering professions where they will
[00:00:21.838]routinely be asked referral questions.
[00:00:23.878]They have to design an assessment plan
[00:00:27.053]and select tools to answer that question.
[00:00:29.088]So, as you might imagine, I cannot do
[00:00:31.598]my job competently without relying on
[00:00:33.850]Buros Center for Testing resources and my
[00:00:37.104]candidates cannot do their jobs
[00:00:39.151]competently as a professional, once they
[00:00:41.621]are in the field without having a deep
[00:00:43.441]applied understanding of test
[00:00:45.401]characteristics of ethical concerns that
[00:00:49.401]they have to adhere to and use of the MMY
[00:00:54.551]in order to select appropriate tools and
[00:00:56.875]show that they're best for the purpose
[00:00:59.025]for which they will be applied.
[00:01:01.441]The details are in the assignment summary
[00:01:04.855]so I'll just give you a brief overview
[00:01:06.685]here of the instructional module.
[00:01:08.459]Part one consists of a typical homework
[00:01:11.009]exercise that would commonly be given to
[00:01:15.180]show that they know how to use the MMY.
[00:01:17.676]Now what's maybe a little different is
[00:01:19.968]that since I'm primarily training
[00:01:21.698]professionals, I ask them to imagine your
[00:01:23.782]first year in the field, you tell me a
[00:01:25.726]kind of question that will come your way
[00:01:27.754]as the assessment guru and how you would
[00:01:30.144]use MMY to answer that question.
[00:01:32.014]So they describe a typical client, the
[00:01:34.345]exact characteristics of the client,
[00:01:36.248]the turn that referral question into a
[00:01:39.150]description of constructs, and now
[00:01:41.170]prove to me that you can select the right
[00:01:44.244]instrument for the job and tell me
[00:01:46.451]the pros and cons of it. Tell me
[00:01:48.170]any weaknesses of the tool, and so on.
[00:01:50.457]Part two is where it really ramps up.
[00:01:52.592]Though it stays a very technical
[00:01:54.485]exercise. The students are encouraged
[00:01:57.004]to come up with as a bizarre of an
[00:01:59.036]example of a construct that they might
[00:02:00.957]want to measure as a person creating a new
[00:02:03.087]test. I give them a bizarre example to
[00:02:05.257]kind of warm them up to the idea.
[00:02:07.147]Let's say you're a producer who's hired an
[00:02:10.067]assessment guru to devise a tool to help
[00:02:15.337]you understand whether during an
[00:02:17.167]audition process an applicant for a job
[00:02:20.336]would be the best person to put in charge
[00:02:22.612]of your boy band as a headliner.
[00:02:27.326]So with that bizarre example, the students
[00:02:30.024]kind of go hog wild and they enter into a
[00:02:32.104]discussion whether it's online or done
[00:02:34.064]face to face, and they make the case that
[00:02:37.236]their tool is one worth the exorbitant
[00:02:40.776]costs that they're going to charge folks
[00:02:44.433]for it. So they have to demonstrate
[00:02:46.546]that they understand the technical
[00:02:48.426]characteristics and give me evidence of
[00:02:50.329]validity, give me evidence of reliability
[00:02:52.389]that this tool is going to be the best
[00:02:54.829]for the job, and somebody should
[00:02:56.512]shell out the big bucks for it.
[00:02:58.056]The students' response to the assignment
[00:03:00.296]has been amazing. I take data every
[00:03:03.233]few years. I do focus groups where they
[00:03:05.311]describe the most memorable courses
[00:03:09.191]they've had, assignments they've had
[00:03:11.301]and any other experiences in their
[00:03:12.925]training program that best prepared them
[00:03:15.363]that first year in the field. And this one
[00:03:17.975]routinely pops as one that they said,
[00:03:20.773]“Boy, I really learned a lot from that
[00:03:22.711]and you were right. I use this all of the
[00:03:24.859]time in doing my job.”
[00:03:26.496]The main practical suggestions I would
[00:03:28.899]have should you choose to adopt this
[00:03:31.755]assignment is that the instructions
[00:03:34.425]describe using it online, but it works
[00:03:36.526]perfectly face to face. It adapts
[00:03:38.436]very easily. The other thing is that MMY
[00:03:41.166]type assignments can involve tons of time
[00:03:44.126]to grade and give feedback because it's
[00:03:46.056]very technical, but you'll see inherent
[00:03:47.966]to the assignment the students critique
[00:03:49.870]each others as part of the assignment
[00:03:52.240]and they do a great job.
[00:03:53.749]So usually I'm not having to do more than
[00:03:56.221]just validate that what their peers told
[00:03:58.461]them is spot on.
[00:03:59.577]So,I hope you and your students enjoy.

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MMY Teaching Module: Graduate Course - School Psychology

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