Student handbook

Table of contents

I. Introduction

Quantitative methods in education (QME) consists of measurement, evaluation, and statistical techniques and models used in the study of educational phenomena. Graduates assist educational researchers in developing tests and surveys and other devices used to collect data in educational settings, analyzing these data, and evaluating educational programs. In many cases these activities focus on quantitative methodologies, but in others a mixture of quantitative and qualitative methods are used.

QME at the University of Minnesota is a track within the Educational Psychology graduate program in the College of Education and Human Development. The M.A. and Ph.D. training in QME is designed for students to attain expertise in measurement, evaluation, and statistics. Students who specialize in educational measurement study the theory and methods of measuring important variables in educational research, such as achievement, attitude, and specialized cognitive and non-cognitive variables. They learn to develop tests and surveys for specific educational purposes, such as assessing the reading and mathematics achievement of elementary school students, and study issues related to measurement and accountability. Students specializing in educational evaluation learn to evaluate the effectiveness of educational programs and education-related human services using a variety of quantitative and qualitative techniques, and may also study issues related to measurement and accountability. Students specializing in statistics develop an understanding of the relationship between research design and statistical analysis, acquire skills in using a variety of statistical techniques appropriate for specific problems in education, and may study issues related to teaching statistics. Skills in measurement, evaluation, and statistics prepare graduates for a variety of positions, including test publishing firms, colleges, universities, research and evaluation centers, public school systems, state departments of instruction, and industry.

Because most QME students will obtain jobs in areas related to schools and education, students must possess a good knowledge of educational issues. For this reason, students are also required to take coursework outside QME.

A.  Master’s degree (M.A.) in educational psychology (emphasis in quantitative methods in education and concentration in measurement and accountability or statistical education available)

Purpose and goals
All students in the master’s program are expected to develop the methodological competencies defined by the curriculum of the master’s program (see Appendix A). Students successfully completing the degree are capable of participating in research of an applied nature, developing tests and surveys, translating research findings for application to educational settings, and assisting professional educators with measurement, evaluation, and statistical issues. Students may chose a general plan of studies in QME, or emphasize measurement and accountability or statistical education in their master’s work (additional information on emphasizing statistical education appears in Appendix C).

Curriculum
The first three terms in the program are devoted to coursework which develops the above competencies. Descriptions of QME courses appear online. After finishing their coursework, students spend one semester in an internship where they have the opportunity to apply their skills and competencies. In addition to the QME course requirements, which vary slightly for students who choose to emphasize measurement and accountability or statistical education, students entering in the fall 2001 term and thereafter are required to take at least 3 credits in learning and cognition and at least 3 credits in social psychology or personality. Students must also pass a written exam and complete a research paper (see section II). Upon satisfactorily completing the program students are awarded the M.A. degree.

Examples of employment opportunities
Students who successfully complete the master’s program can expect to find employment in a variety of positions, including research assistant for a funded project, psychometric associate at a testing company, statistics instructor, research analyst in a government office or a large school district, and positions in the private sector.

B. Doctoral degree (Ph.D.) in educational psychology (emphasis in quantitative methods in education and concentration in measurement, evaluation, statistics, or statistical education available)

Purpose and goals
Doctoral studies are for students desiring advanced training in QME. Doctoral students develop methodological competencies defined by the doctoral curriculum (see Appendix A). Every effort is made to tailor the student’s studies to their interests. For example, some students may be interested in attaining the skills to be a testing and measurement specialist, while others may wish to focus on developing the skills needed to conduct large scale evaluations, become a statistical data analyst, or to conduct research in statistical education (additional information on emphasizing statistical education appears in Appendix C). In each case students take specialized coursework in their area of interest and serve an internship in a related setting.

Students successfully completing the doctoral degree have an understanding of the content, methods, theories, and professional ethics associated with research methodology. They are capable of independently conducting research of an applied nature, translating sophisticated research findings for application in educational settings, and assisting educators with analyses and interpretations of research findings.

Curriculum
The curriculum in the doctoral program emphasizes the development of advanced competencies in measurement, evaluation, statistics, and statistical education (see Appendix A). These include an understanding of the theory and application of classical test theory, item response theory, multidimensional scaling, performance assessment, mixed-methods models of evaluation, and various statistical procedures (analysis of variance and multiple regression, structural equation modeling, hierarchial linear modeling). In addition to the QME course requirements, students entering in the fall 2001 term and thereafter are required to take at least 3 credits in learning and cognition, 3 credits in social psychology, EPSY 8905—History and Systems of Psychology: Landmark Issues in Educational Psychology, EPSY 8215—Advanced Research Methodologies in Education, and 12 credits of supporting coursework or a minor outside the Department of Educational Psychology.

To fulfill the last requirement, it is recommended that students interested in measurement take appropriate courses in the Department of Psychology (Psy), students interested in evaluation take appropriate courses in the Department of Educational Policy and Administration (EdPA), students interested in statistics take courses in the School of Statistics (Stat), and students interested in statistical education take courses in math education in the Department of Curriculum and Instruction (CI). Other courses throughout the University are listed in Graduate School Catalog.

C. Research orientation of the program

The faculty strongly believes that research activities should be central to a student's training and that these activities promote the acquisition of competencies essential to success upon attaining a degree. A premium is placed on involving students in research activities, including critically analyzing a body of literature, generating research questions which address specific issues in quantitative methods in education, such as developing empirically-based tests and surveys, designing and executing accountability studies in ways that take into account key methodological considerations (e.g., instrument construction and evaluation), correctly analyzing and interpreting research results, and succinctly communicating in writing the results of research studies. These competencies apply to both the master’s and doctoral programs, but doctoral students are expected to develop the ability to work independently and demonstrate a greater depth of mastery of these competencies. Settings in which students frequently engage in research include collaboration with other students on course-related research, supervised research done under the direction of faculty researchers, and independently conducting a research study.

Table of contents

Revised March 2005