Abstract
This mixed-methods study included a curriculum review of 118 graduate (masters & doctoral) programs in educational measurement, assessment, evaluation, psychometrics, and/or quantitative psychology in the United States to examine both the content and skills prioritized in graduate training. In addition to required content, programs/program curricula were coded with respect to intellectual home (psychology v. education departments), level of program (M.A. v. EdD or PhD), total credits, and number and rank of faculty. Patterns with respect to content variation are presented. To supplement these data, interviews were conducted with measurement professionals – working in industry, government, and the academy- to determine what skills and content knowledge they believe to be critical for success in the field and to evaluate any disconnects between content knowledge thought to be important to practitioners and the actual content knowledge taught.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-19 |
| Number of pages | 19 |
| Journal | Practical Assessment, Research and Evaluation |
| Volume | 26 |
| State | Published - 2021 |
Bibliographical note
Publisher Copyright:Copyright is retained by the first or sole author, who grants right of first publication to Practical Assessment, Research & Evaluation. Permission is granted to distribute this article for nonprofit, educational purposes if it is copied in its entirety and the journal is credited. PARE has the right to authorize third party reproduction of this article in print, electronic and database forms.