Common Courses

During the first year of graduate study, the student and the advisor jointly plan the student’s program of study. The program will include those courses that are deemed appropriate to the student’s interests and vocational objectives.

The typical program will involve advanced work listed as below.

Applied Statistics

Course #  Title Hours
PSQF:6243 Intermediate Statistical Methods 4
PSQF:6244 Correlation and Regression 4
PSQF:6246 Design of Experiments 4
PSQF:6247 Nonparametric Statistical Methods 3
PSQF:6249 Factor Analysis and StructuralEquation Models 3
PSQF:6252 Introduction to MultivariateStatistical Methods 3
PSQF:7375 Topics in Educational Measurement and Statistics 1-3

Educational Measurement

Course #  Title Hours
PSQF:6255 Construction and Use of Evaluation Instruments 3
PSQF:6257 Educational Measurement and Evaluation 3
PSQF:6258 Theory and Technique in Educational Measurement 3
PSQF:6259 Scaling Methods 3
PSQF:6262 Item Response Theory 3
PSQF:7355 Seminar in Educational Measurement and Evaluation 1-3
PSQF:7358 Equating and Scaling of Educational Tests 3
PSQF:7455 Generalizability Theory 3

Educational Psychology, Evaluation, and Research Methodology

Course #  Title Hours
PSQF:6200 Educational Psychology 3
PSQF:6220 Quantitative Educational Research Methodologies 3
PSQF:6265 Program Evaluation 3
PSQF:7331 Seminar in Educational Psychology ICurrent Topics: Qualitative Educational Research Methods 4


Course #  Title Hours
PSQF:7493 Ph.D. Thesis 12

Elective/Collateral Areas

Course work outside the major will be determined according to the student’s interests and goals. Work outside the Program and in other departments of the University is encouraged.

Students who wish to pursue the concentration in educational measurement and statistics with the intention of teaching at the college level are advised to take courses in the mathematical theory of statistics. Students who wish to pursue the concentration in educational measurement and evaluation are advised to take additional courses in educational psychology and educational evaluation.

Typical Collateral Areas Example

1. Educational Measurement and Statistics Concentration (Mathematical Statistics) 

Course #  Title Hours
STAT:4520 Bayesian Statistics (see also PSQF:4520)  3
STAT:4100 Mathematical Statistics I 3
STAT:4101 Mathematical Statistics II 3

2. Educational Measurement and Evaluation Concentration (Educational Psychology and Evaluation) 

Course #  Title Hours
PSQF:5106 Child Development 3
PSQF:6206 Advanced Child Development 3
PSQF:7350 Seminar in Evaluation 2-3
PSQF:7450 Practicum in Program Evaluation 1-3

3. *Educational Policy and Leadership Studies—Schools, Culture, and Society; Higher Education and Student Affairs

Course #  Title Hours
EPLS:6265 Standards-Based Education and Accountability 3
EPLS:6228 Policy Design and Implementation 3
EPLS:6225 Introduction to Public Policymaking 3

*Get more info and see more courses choices on EPLS

Suggested Collateral Areas 

  • EDTL Teaching and Learning—Elementary Education, Secondary Education 
  • STAT Statistics (Department of Statistics and Actuarial Science)

Comprehensive Examination

Comprehensive examinations must be successfully completed before the opening of the term in which the candidate expects to receive his or her degree. There are two ways of fulfilling this requirement.

Regular Procedure

  • Each student must successfully pass a nine-hour comprehensive examination that is divided into three-hour blocks as follows. Each examination area will typically be one in which the candidate has at least nine semester hours of course work or equivalent practical experience.
    • Educational Measurement - 3 hours
    • Applied Statisics - 3 hours
    • Collateral Area - 3 hours
  • The written examinations are followed by a meeting of the candidate with the examining committee. At this meeting, committee members may seek further evidence of the candidate’s command of the field; they may ask questions on matters related to the written examinations; or they may examine the candidate’s readiness to complete the remainder of the program.
  • A single decision is rendered on all aspects of the comprehensive exams.

Alternative Procedure

  • The student will complete two of the three comprehensive examinations.
  • In lieu of one of the three-hour written examinations noted in the regular procedure, the student may be assigned a project that is approved by his or her committee in advance.
  • The project will be one that involves the comprehensive use of analytical, evaluative skills, or research creativity. It will demand the command of skills that are equivalent in sophistication to those that are demonstrated on a written examination.
  • The project will be completed before meeting with the committee and must result in a product or document that is available to committee members for their evaluation.