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Senate ? 

........................................................................From..Se1ate.. Committee on Undergraduate 

Studies 

Proposed New Courses, Faculty of 

Su6ject....

lOn.:.,,.!pU.....320-3and 

?

.Date..7.../04/21 

325-3 ? .

Action taken by the Senate Committee on Undergraudate 

Studies at its meeting on 

1978-03-21

gives rise to the 

?

?

following motion: . 

?

MOTION 

That the new course proposals for EDUC 

320-3

(Educational Psychology: Learning and Instruction) 

and EDUC 

325-3

(Measurement and Evaluation in 

Teaching), as set forth in 

S.78-48 ,

be approved 

• ? 

and recommended to the Board for approval. 

Note - These two courses are designed to divide and deal more 

adequately with the substance of a single earlier course, 

EDUC 

421-4

(Learning and Evaluation). EDUC 

421-4

will be 

discontinued and dropped from the calendar. 

D. R. Birch 

/cg

SiMON FRASER

MIMORANDUM

U1'IVERSITY

.V6 cf

7'-

Evans, Secretar

..................... 

et.

......... . 

?

.

?

.......................

.......

Date.. ?

.1.97.8

........................... 

t''i-

•

2)i4-

J2o—...?

7-.S-2 ?

.................

____________________________

• The Faculty of Education at its meeting on January 30, 1978 approved 

the attached new course proposals for Education 320-3 (Educational 

Psychology: Learning and Instruction) and Education 325-3 (Measurement and 

Evaluation in Teaching). 

Please include these on the agenda for the next meeting of the Senate 

Committee on Undergraduate Studies. 

SR/ga 

S ?

cc: M. Wideen 

- ?

S. Kanehara 

1

1

EGZ

FEB21 1978

RIRAK'S (iIR..

MML DESK

Registrar's Note: 

These papers were distributed for the SCUS meeting of 

March 7,' 1978, and were removed from the agenda of 

that meeting to give opportunity for reponse to any 

general questions of overlap. 

SENATE cO?ILTTEE ON UI)ERC1A!))ATE STUDIES 

NEW COURSE PROPOSAL FOR.I 

Education 

1. Calendar Information 

?

Department: 

Abbreviation Code: EDUC 

?

Course Number: 320 

?

Credit Hours:3 

?

vector:30 

Title of Course: Educational Psychology: Learning and instruction 

Calendar Description of Course: An examination of prominent theories of instruction 

and their basis in research as descriptive lenses for viewing school learning events. 

Emphasis will be placed on information processing and operant and social-psychological 

models of instruction derived from learning, student teacher interaction, and curriculum 

based research. 

Nature of Course 

Prerequisites (or special instructions): Education 220 or equivalent; Psychology 

201 recommended. Students with credit for EDUC. 421 may not take this course for 

additional credit. 

What course (courses), if any, is being dropped from the calendar if this course is 

approved: This course, along with the accompanying proposal for Education 325 

divides an earlier course (EDUC. 421, Learning and Evaluation) into two parts to 

.2. Schedujj&& separate relatively unrelated foci, and to better service various groups 

interested in education 

How frequently will the.course be offered? once/ academic 

year 

Semester in which the course will first be oferi? 

Which: of your present faculty would be available to make the proposed offering 

possible? 

je

Dr. J. Martin, Dr. R. Marx, Dr. S. Shapson, Dr. P. Winne, 

Dr.

L. Prock

3.

Obctives of the Course This course provides students with basic knowledge about. 

instruction as gleaned from contemporary theory and research in educational psychology. 

As a result, students will be able to make use of current research-based knowledge 

about instruction to describe, analyze, and if relevant, improve teaching practice. 

Also, this foundation will help them to understand and rationally adapt findings of 

future research to their needs. The course would beneficially serve teachers, students 

preparing for teaching, and Education Minors students studying the scientific bases of 

4.

Budtary and Space Requirements (for information only) 

?

education. 

What additional resources will be required in the following areas: 

Faculty ? 

No additional faculty will be required. 

Staff ? 

No additional staff will be required. 

Library 

?

See Appendix A 

Audio Visual 

none 

Space ? 

.

?

. none 

Equipment ? 

none 

5. AUrov4 

I)Rt e _..Demher 

.

7, 1977 

i)epar'tment Chairman 

?

Dc ? 

Chairman, SCUS. 

SCU 73-i:- (When completing this for 

m,

for instructions see Memorandum SCUS 73-34a. 

Attach, course outline). 

Education 320 Educational Psychology: Learning and instruction 

Overview of Instructional Psychology 

1. Begetting the discipline 

a.

Instructional psychology and psychology 

b.

"Researchable" topics: attending, organizing, responding and' learning 

2. A brief history of learning and instruction' 

Information Processing Views of Instruction 

1. Foundations 

a.

Associational models of learning (list and PA acquisition,, interference 

theory of forgetting) 

b.

Concept recognition and memory processing models (CS and STM processing 

view) ? 

.

2. 'Contemporary theory and research 

a.

Structural processing models (Gagne, Resnick) 

b.

Dynamic processing models (Smith, Mayer & Greeno, Atkinson) 

3. 'Curriculum specific theory and research 

a.

Mathematics, science 

b.

Reading 

Operant Views of Instruction 

1. Foundations 

a.

Radical operant theory 

b.

"Mediated" operant theory. 

2. Contemporary theory and research 

a.

Direct behavior modification' 

b.

Social learning models and context effects 

3. Curriculum specific theory and research 

a.

DISTAR instructional mode! 

b.

Programmed learning and computer-assisted instructional models. 

Social-Psychological Views of Instruction 

1. Foundations 

a.

Group process 

b.

Phenomenological theory 

[11

c.

Balance theory; cognitive dissonance 

2. Contemporary theory and research 

a.

Interpersonal dynamics 

b.

Attribution theory 

3. Curricu'um applications and research 

a.

Simulation and gaming 

b.

PhenomonOlogiCallY based approaches (eg. "Productive Thinking Program) 

.;

APPENDIX A 

Current library holdings which supplement the material presented in Education 

320, Educational Psychology: Learning and Instruction are extensive. Listed 

below are representative text and reference books selected from well over 

100 offerings. Library acquisitions pertinent to the content of this, course 

are regularly updated on the basis of suggestions by members of the Faculty 

of Education. 

Ausubel, D. P. Educational Ps 

y cholo 

gy

: • Co 

g

nitive View. 

Becker, W. C. & Engelmann, S. Teachin 

g

I: Classroom 

Management. 

Becker, W. C. & Engelrnann, S. Teaghin 

g.

iI: Cognitive 

Learning and Instruction. 

Covington, M. V. & Beery, R. G. Self-Worth and School 

Learnin,. 

Gage, N. L. (Ed.) The Psychology of Teachin 

g

Methods. 

Gagne, R. M. The Conditions of Learning. 

Gagne, R. M. & Briggs, L. J. Princi 

p

les of Instructional 

Design. 

Härnacheck, D. E. Encounters With the Self. 

Johnson, 0. W. The Social Psychology of Education 

Klausmeier, H. J., Ghatala, E. S., & Frayer, D. A. 

Conceptual Learning and Development. 

Miles, M. B. & Charters, W. W. Jr. (Eds.) Learning 

in Social Settings. 

Siegel, L. (Ed.) Instruction: Some Contemporary Viewpoints. 

Smith, F. Comprehension and Learning. 

Stevenson, H. W. Children's Learning. 

Thoresen, C. (Ed.fB 

e h p v ior 

Modification in Education. 

Yee, A. H. (Ed.) Social Interaction in Educational Settings. 

In addition to the preceding books, the library also receives volumes in 

several annual series of professional reviews. Included among these are: 

Annual Review of Psychology; tn-yearly chapters on 

Instructional psychology, thinking and concept 

• formation, study of small groups. 

The Psychology of Learning and Motivation. 

Review of Research in Education. 

Beyond the aforementioned materials, the library also subscribes to a host 

of professional journals which contain research reports and review articles 

directly relevant to this course. Representative examples are: 

Instructional Science. 

Journal of Applied Behavior Analysis. 

• ? 

Journal of Educational Psychology. 

'

Journal of Experimental Education. 

Review of Educational Re 

'         rch. ? 

•

SiMON FRASER UNIVERSITY_______

MEMORANDUM

^ ?

[

F

To .........

!9.1.Y........................................ .

From

........ 

MarvWideen,Director ? 

..

...............................

in ? 

5 I

Subject.....EDUC. 320 Educational Psychology: 

?

ate

8th, 1977

Learndnstruction 

?

..

'At a meeting on December 

1

e

1

1977

attended by A. Kazepides, C. Ham, J. 

Martin, P. Winne and myself the proposed course EDUC. 320 was reviewed 

in the light of the discussion that transpired at the last Faculty 

meeting. Under consideration also was proposed additions to the outline 

developed by R. Marx in consultation with M. Gibbons. 

The results of the discussion are reflected in changes in the proposal 

which is attached. I would draw your attention to the new title and the 

addition of a third section, Social Psychological Views of Instruction. 

Please consider the outline carefully and discuss any concerns that you 

have with myself or members of the Undergraduate Programs Committee. 

I would nope that this proposal along with EDUC. 325 will be considered 

at the next full meeting of faculty. 

SCUS ? 

1:

•--':

• ? 

SENATE COMMTTEE ON UNDERGRADUATE STUDIES 

fEn-I6]

NEW COURSE PROPOSAL FORM 

• ? 

1. Calendar Information 

?

Department: Education 

Abbreviation Code: E]1JC. 

?

Course Number: 325 

?

Credit Hours:3 

?

Vector: 

3-0

-0

Title of 

Course: ? 

Measurement and Evaluation in Teaching 

Calendar Description 

of Courae: Basic principles of test theory applied to the 

use of measures in education; 

construction

and use of classroom tools for measuring 

achievement of educational objectives, including observation methods; standardized 

tests; overview of contemporary, local and provincial evaluation programs. 

Nature of Course 

Prerequisites (or 

special instructions): Education 220 or equivalent; Máthentics 

101 or Psychology 

,

210 recommended. Students with credit for I)UC. 21 may not 

take this course or additional credit. 

What course (courses), if any, is being dropped from the calendar if this course is 

Approved: This course, along with the accompanying proposal for Education 320 

divides an earlier course (EDUC. 21, Learning and Evaluation) into two parts to 

2.

Scheduling separate relatively unrelated foci, and to better service various groups 

How frequently will the course be offered? 

?

?

interested in education 

twice/academic year. 

Semester in which the course will first be offered? 

?

4'giq- -7,? 

Which of your present faculty would be available to make the proposed offering 

possible? Dr. R. GehlbaQh, Dr. R. Marx, Dr. J. Martin, Dr. S. Shapson, Dr. P. Winne 

Dr. L. Prock 

3.

Objectives of the Course Classroom teachers, especially those whose role includes 

the instruction of exceptional children (delinquent, learning disabled, gifted, etc.), 

must be fully competent in measuring and evaluating the achievement of educational 

objectives. Parents, also, should be knowledgeable of the proper uses and limitations 

of educational 

measurement

techniques for the assessment of children. This course 

surveys the fundamental knowledge required by both groups to succeed in capitalizing 

on the proper use of measurement in education. It also examines contemporary local 

• ? 

.4. Budgetary.and Space 

Requirements 

(for information only) and provincial evaluation 

•

?

?

.

?

.

?

activities to provide a• real- 

What additional resources 

will be 

required in 

the following areas: life arena for using 

Faculty ? 

No additional faculty will be required. 

?

.

?

knowledge to adjudicate1 

actual practice. 

Staff 

?

No additional staff will be required. 

Library ? 

See

Appendix A 

Audio Visual none 

?

.

•

?

Space ? 

none 

Equipment 

5. Approval 

Date: 

?

November 17, 1977 

Department Chairman 

SCUS 73-34b:- 

(When completing this form, for instructions see Memorandum SCUS 

73-34a. 

Attach course outline). 

? . ? 

. ?

.

j ?

.

Education 325 Measurement and Evaluation in Teaching 

Basics of Measurement Theory 

1. Numbers, scales, and measurements 

2. Understanding scores 

a)

Descriptive statistics - mean, standard deviation, and 

correlation 

b)

Scales for expressing scores - percentiles, standard 

score scales, and the normal curve 

3. Guaging errors of measurement 

a)

Reliability and standard error of measurement 

b)

Validity - construct and criterion 

c).'Objectivity 

Measurement in the Classroom 

1.

Specifying educational goals and objectives 

a) The table of specifications 

2.

What is a test ? What is a test item ? 

3.

Constructing measures of curriculum learning 

a)

Supply and selection items 

b)

Essay and project measures - restricted and unrestricted 

formats 

.. Constructing measures of Personal and social growth 

a)

Predictive paper-and-iencil scales 

b)

Observation techniques 

• ? 

5.' Evaluating and using measurements for teaching 

a)

Item and, instrument analysis 

b)

Individualization and mastery learning. 

Standardized Tests for Assessment and Guidance 

1.

The meanings of standardization 

2.

Scholastic achievement batteries 

3.

Tests of special abilities 

a)

Reading tests 

b)

'Intelligence tests 

Tests used in counselling 

a)

Occupational predictions 

b)

Personality tests 

Measurement and Evaluation' in School Systems 

1. A model for schoolwide evaluation 

a)

Intentions - descriptive, formative, or suminative ? 

b)

Elements in school systems - inputs, processes, outputs, 

and the context of the school 

2. Contemporary examples 

a)

Project BUILD - Vancouver School System 

b)

B.C. Assessment Program 

3. Evaluation in a societal context 

a) Accountability: Who and what to whom? 

APPENDIX A 

• Library resources currently available to support the course Education 325, 

Measurement and Evaluation in Teaching, are extensive. Listed.below are 

representative text and reference books chosen from a selection of over 50 

volumes on this topic. Supplements to this collection are made regularly 

• by library staff on the recommendation of Faculty members. 

Ahman, J. S. & Glock, M. D. Evaluating Pupil Growth. 

(5 ed.). 

Baker, E. L. & Popham, W. J. Expanding Dimensions of 

Instructional Objectives. 

Bloom, B. S., Hastings, J. 1., & Madaus, G. F.Handbook 

on Formative and Summative Evaluation of Student 

Learning. 

Bracht, G. H., Hopkins, K. D., & Stanley, J. C. (Eds.) 

Perspectives in Educational and Psychological 

Measurement. 

Cronbach, L. J. Essentials of Psychological Testing. 

Ebel, R. L. Essentials of Educational Measurement. 

Mager, R. F. Goal Analysis. 

Mehrens, W. A. & Lehmann, I. J. Measurement and 

Evaluation in Education and Psychology. 

?

Payne, D. A. The Specification and Measurement of. 

Learning Outcomes. 

Payne, D. A. The Assessment of Learning: Cognitive and 

Effective. 

Stanley, J. C. Measurement in Toda 

's Schools. (k ed.). 

Thorndike, R. 

(

Ed.) Educational MeasuLeme. (2 ed.). 

Thorndike, R. L. & Hagen, E. Measurement and Evaluation 

In Psychology and Education. 

Walberg, H. A. (Ed.) Evaluating Educational Performance. 

Worthen, B. R. & Sanders, J. R. Educational Evaluation: 

Theory and Practice. 

In addition, the library is also well stocked with professional journals 

relevant to the materials dealt with in this course. Representative examples 

are listed below. 

Technical journals: 

Educational and Psychological Measurement. 

Journal of Educational Measurement. 

Journals reviewing contemporary issues in measurement and evaluation: 

American Psychologist. 

Journal of Learning Disabilities. 

Journal of Reading Behavior. 

Measurement and Evaluation Guidance. 

Phi Delta Kappan. 

Review of Educational Research. 

SiMON FRASER UNIVERSITY

MEMORANDUM

.

........... 

........ 

Marvin..F.Wjdeen,.,.Direc............................. 

Undergraduate Programs 

.................. 

?

aculty..,o 

?

... Education ............ ............ 

.................... 

S

ubject

.........Educ. ...... 

32.O 

.

...and ... 32.5. ...... 

.... ..... ...... ..... 

................ ......... 

From .....

...... ...

)arilyn. Bowman , .... Chairman ........................... 

?

Dep.t......Of ... psychology ............................................ 

?

Date

................. November ... 22,....l97.l. ................... ............... .............. 

I have read the course proposals and discussed them with Dr. 

Crawford, Chairman of Undergraduate Studies for Psychology. We agree 

that while there are some components of these two courses that show minor 

overlap with some of our courses, the two Education courses are basically 

quite different from any existing psychology courses in focus and in most 

of their content. Furthermore these topics are ones for which we do not 

foresee any signs of a shift of interest within our department. Therefore 

we do not feel there are any significant overlap problems in your proposals. 

MB/mh 

Subject....

is

^/

/I-- 

Our Undergraduate Chairman (Dr. C. Crawford) and 1 have studied 

the revised course description for Education 320 which you recently 

sent. 

Our original statement (accepting) still applies, although it is 

a little less true now in that there is a heartier psychological 

component. Nevertheless we still do not currently have any major 

faculty interest in offering such a course in our undergraduate 

curriculum. 

L L L 

L . ul 

1r1

MB/mh 

S1NION FRASER UNIVERSITY

MEMORANDUM

çl

o

?

Marilyn Bowman 

.....................Chairafl 

...Dept .ol Psychology 

From

Stan Kanehara 

Administrative Assistant to the Dean 

Faculty of Education 

Date.. February 1, 1978 

Subject..................................................................... 

As per our to   

?

converSatiOnyeSte1'Y, I am attaching 

proposal form 

for your infOrmation a copy of the revised new 

Learning 

course 

and Instruction) 

for Education 320 (Educational 

approved-by 

Psychology: 

the Faculty of Education 

and course outline which was 

30, 1978. ? 

The revised form and outline 

at

include 

its meeting 

two minor 

on

modifications 

January 

of the originals you examined: 

1. ? 

The title of the course was changed from "Educational 

Instruction" to 

Psychology: 

?

Theory and Research on 

Learning and Instruction" 

"Educational Psychology 

A ?

entitled "Social-Psychological Views of Instruction" 

2. ? 

section 

was added to the course outline. 

Would you let me know whether these revisions meet with your 

Department's approval? 

Thank you for your help in this matter. 

ic) Kr

SK:ma 

cc: J.W. George Ivany, Dean" 

M. Wideen, Director, Undergraduate Programs 

EVE 9

F E B -21978

DEAN'S

OFFICE

FACULTY

FA CULTY Of ED