MMY Teaching Module: Graduate Course-Educational Research

Buros Center for Testing Author

08/17/2020 Added

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Mental Measurements Yearbook (MMY), Teaching Module by Leanne Ketterlin Geller, PhD Professor, Department of Education Policy and Leadership Southern Methodist University

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[00:00:00.000]Hello. My name is Leanne Ketterlin Geller.
[00:00:02.482]I'm a professor in the Department of
[00:00:04.470]Education, Policy and Leadership at
[00:00:06.162]Southern Methodist University in Dallas,
[00:00:08.188]Texas. I specialize in applied
[00:00:09.899]measurement and assessment and teach
[00:00:11.779]doctoral level courses on measurement
[00:00:13.679]and assessment and master's level courses
[00:00:15.709]on using data to inform instructional and
[00:00:17.743]programmatic decisions in K-12 contexts.
[00:00:20.563]I have long been aware of the Buros Center
[00:00:23.180]for Testing’s Mental Measurements
[00:00:25.183]Yearbook, or MMY. As a graduate student,
[00:00:28.233]we used the MMY with Tests in Print
[00:00:30.663]database for course assignments. When I
[00:00:33.193]began teaching my own course on
[00:00:35.263]measurement and assessment, I made it a
[00:00:37.773]point to incorporate the use of MMY in my
[00:00:39.923]class assignments so that students would
[00:00:42.323]become familiar with this useful resource.
[00:00:44.832]I decided to incorporate MMY in this
[00:00:47.092]course for several reasons.
[00:00:49.202]First, I incorporated it so our PhD
[00:00:51.270]students would become familiar with the
[00:00:53.677]resource for their future career needs.
[00:00:56.037]Because our program focuses on educational
[00:00:58.727]research, most of our students will employ
[00:01:01.307]tests in their research activities.
[00:01:03.347]Some students are focused on intervention
[00:01:05.937]research and will be selecting and using
[00:01:08.357]assessments as dependent measures. Other
[00:01:11.067]students will be examining test scores
[00:01:13.467]to make research policy decisions
[00:01:15.187]and still others will be designing
[00:01:17.197]validity studies themselves. Regardless
[00:01:19.577]of the research focus, most students
[00:01:21.817]will need to know how to identify and
[00:01:24.185]select tests for specific purposes.
[00:01:26.425]Knowing how to use MMY is important
[00:01:29.025]for this role. Second, MMY provides
[00:01:31.965]comprehensive information about a wide
[00:01:34.665]variety of tests and is written by experts
[00:01:37.385]in the field. Aside from reviewing many
[00:01:39.495]articles describing the outcomes of
[00:01:41.675]validity studies, students wouldn't have
[00:01:44.055]access to this range of information
[00:01:46.255]without the MMY. My students use the
[00:01:49.295]Mental Measurements Yearbook with
[00:01:51.875]Tests in Print database. This module
[00:01:54.045]is designed to provide students with
[00:01:56.665]an opportunity to evaluate the validity
[00:01:59.165]of a specific interpretation or use of
[00:02:01.440]an existing instrument. Students select a
[00:02:04.406]specific test and describe the
[00:02:06.466]interpretation or use of the test that
[00:02:09.006]they want to evaluate. They gather
[00:02:11.486]evidence from the MMY, the test
[00:02:13.246]manual, and at least two published
[00:02:16.011]articles about the test. Students then
[00:02:18.535]evaluate this information in relation
[00:02:21.315]to the claims about the meaning of the
[00:02:23.835]test scores. Students can suggest
[00:02:26.010]additional evidence or studies
[00:02:28.265]that are needed to justify the
[00:02:30.942]interpretation or use of the test.
[00:02:33.255]Students prepare a written report
[00:02:35.575]that defends their perspective about
[00:02:37.945]the sufficiency of the validity evidence
[00:02:40.255]for the specific interpretation or use.
[00:02:42.610]They also present their perspectives
[00:02:44.885]to the class. Students have noted
[00:02:47.445]that they value the opportunity to
[00:02:49.615]closely examine the validity evidence
[00:02:51.945]for a specific instrument. Many can
[00:02:54.150]directly apply this information to their
[00:02:56.525]research assistantships where they are
[00:02:58.405]administering tests as part of their
[00:03:00.230]advisors' or supervisors’ research
[00:03:02.165]program or indirectly when they evaluate
[00:03:04.385]the measures described in research
[00:03:06.345]articles. This assignment is best
[00:03:08.625]introduced early on in the semester so
[00:03:11.005]students can begin thinking about the
[00:03:12.915]instrument they want
[00:03:14.069]to study. Also, I invite our
[00:03:16.865]research librarian to class to describe
[00:03:19.125]how to access the MMY database through
[00:03:21.695]our library system. To make sure
[00:03:23.835]students understand the
[00:03:25.475]functionality and can gain access to MMY,
[00:03:27.954]I usually do a class activity in which
[00:03:30.074]they have to find specific pieces of
[00:03:32.184]information, much like a scavenger hunt.
[00:03:35.074]Although I introduced the assignment
[00:03:37.350]early in the semester, students need
[00:03:39.563]experience examining different sources
[00:03:41.903]of validity evidence before being
[00:03:43.963]expected to critique the evidence. I
[00:03:46.092]typically set the due date at the
[00:03:48.042]mid semester point. I encourage
[00:03:50.582]students to share the assignment
[00:03:52.712]with their advisor or their supervisor for
[00:03:55.112]their assistantship to see if there's a
[00:03:57.280]specific instrument they are considering
[00:03:59.582]using, or if they need to do a test
[00:04:01.586]critique for a specific project, such as
[00:04:03.857]a grant proposal or a new project. Thank
[00:04:06.847]you for your interest in this
[00:04:08.577]activity. I hope you and your
[00:04:10.177]students would find this assignment
[00:04:12.037]helpful for meeting your
[00:04:13.262]course learning goals.

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MMY Teaching Module: Graduate Course-Educational Research

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