Learning Outcomes
Graduate students will:
- gain course specific knowledge and skills as required to perform well in their specialties (as demonstrated by completing their required courses in their specialty/major area with a grade-point average of 3.00 or higher);
- demonstrate integrated substantive knowledge and skills that can be applied to solve novel professional-level problems (as demonstrated by completing their comprehensive examinations satisfactorily and by completing their thesis proposals with committee approval);
- demonstrate required clinical practice skills and researcher autonomy (as demonstrated by satisfactory completion of all required practicums and/or internships, and required thesis defenses/article submissions as appropriate for their degrees);
- demonstrate initial engagement with, and commitment to, professional ethics, professional development, lifelong learning, and service to the profession (as demonstrated by participation and engagement in the appropriate state, regional, and national organizations as appropriate for their degrees);
- demonstrate entry-level professional qualifications (as demonstrated by being qualified to take any licensing exams that are required for practice and/or employment); and
- be qualified for suitable employment or postdoctoral appointments upon graduation (as reported on annual Qualtrics surveys).
The Master of Arts program in psychological and quantitative foundations with an educational measurement and statistics subprogram requires a minimum of 30 s.h. of graduate credit along with passing a final examination, and is offered with or without thesis. For students completing a thesis, PSQF:7393 MA Thesis in Psychological and Quantitative Foundations (3 s.h.) is required. Students are expected to maintain a cumulative grade-point average of at least 2.75.
The program provides students with basic knowledge of educational measurement and research methodology. Graduates find employment in large school systems, state departments of education, test publishing organizations, and research centers. The program also is appropriate for students who wish to broaden their knowledge of measurement and research methodology for personal development or professional improvement in the context of a concurrent PhD program in other areas.
The MA in psychological and quantitative foundations with an educational measurement and statistics subprogram requires the following work.
Required Courses
Course # | Title | Hours |
---|---|---|
All of these: | ||
PSQF:4143 | Introduction to Statistical Methods (or equivalent with advisor approval) | 3 |
PSQF:6220 | Quantitative Educational Research Methodologies (or equivalent with advisor approval) | 3 |
PSQF:6243 | Intermediate Statistical Methods | 3 |
PSQF:6246 | Design of Experiments | 3 |
PSQF:6255 | Construction and Use of Evaluation Instruments | 3 |
PSQF:6257 | Educational Measurement and Evaluation | 3 |
Required Concentration Areas
Measurement
Course # | Title | Hours |
---|---|---|
At least one of these: | ||
PSQF:6249 | Factor Analysis and Structural Equation Models | 3 |
PSQF:6258 | Theory and Technique in Educational Measurement | 3 |
PSQF:6260 | Diagnostic Assessment | 3 |
PSQF:6262 | Item Response Theory | 3 |
PSQF:7355 | Seminar: Educational Measurement and Evaluation | 3 |
PSQF:7358 | Equating and Scaling of Educational Tests | 3 |
PSQF:7375 | Topics in Educational Measurement and Statistics | 3 |
PSQF:7455 | Generalizability Theory | 3 |
Statistics
Course # | Title | Hours |
---|---|---|
At least one of these: | ||
PSQF:6248 | Research Synthesis and Meta-Analysis | 3 |
PSQF:6250 | Computer Packages for Statistical Analysis | 3 |
PSQF:6252 | Introduction to Multivariate Statistical Methods | 3 |
PSQF:6254 | Causal Inference and Observational Designs | 3 |
PSQF:6270 | Generalized Linear Models | 3 |
PSQF:6271 | Longitudinal Multilevel Models | 3 |
PSQF:6272 | Clustered Multilevel Models | 3 |
PSQF:7355 | Seminar: Educational Measurement and Evaluation | 3 |
PSQF:7375 | Topics in Educational Measurement and Statistics | 3 |
Related Courses
Course # | Title | Hours |
---|---|---|
One of these: | ||
PSQF:5165 | Introduction to Program and Project Evaluation | 3 |
PSQF:6200 | Educational Psychology | 3 |
PSQF:6204 | Foundations of the Learning Sciences | 3 |
PSQF:6214 | Design of Learning Environments: Theory, Practice, and Method | 3 |
PSQF:6281 | Cognitive Theories of Learning | 3 |
Electives
Students choose 3 s.h. from any of the courses listed above or another course approved by the advisor.
Final Examination
Nonthesis
Nonthesis students must complete a written and an oral final examination at the end of their program of study. Students will work with their advisors to form a three-person final examination committee that is comprised of at least two faculty from the educational measurement and statistics subprogram. The exam will emphasize the required core courses of the degree program and provide students with the opportunity to demonstrate their depth of learning from the program. The exact details and format of the final exam will be determined by the final examination committee. Upon passing the written examination, students will then have an oral examination in which they will answer additional questions regarding their written responses or other relevant topics. Passing the oral examination completes the requirements for the final examination.
Thesis
Thesis students will complete a written thesis and an oral final examination. The thesis should report the results of original research in a manuscript style that is suitable for potential submission for publication (submission for publication is not a thesis requirement). The topic, scope, and research plan should be approved in advance by a three-person committee that is comprised of at least two faculty from the educational measurement and statistics subprogram. Upon passing the thesis submission, students will then have an oral examination in which they will answer additional questions regarding their thesis or other relevant topics. Passing the oral examination completes the requirements for the final examination.
Admission
Applicants must meet the admission requirements of the Graduate College. They should have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test. Completion of at least one college mathematics course and experience as a teacher or researcher are desirable. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.
Applicants must submit a statement of purpose that explains how the educational measurement and statistics subprogram will help them accomplish their educational and vocational goals.
For information about admission dates, contact the educational measurement and statistics program coordinator.
The Master of Arts program in psychological and quantitative foundations with a learning sciences and educational psychology subprogram has a strong emphasis on how theory and research inform the understanding of learners, learning, instruction, and the technology and environments in which learning and instruction occur. The program requires a minimum of 30 s.h. of graduate credit. Students are expected to maintain a cumulative grade-point average of at least 2.75. A thesis is not required.
The curriculum includes courses in the theories of the learning sciences, design of effective learning environments and technologies, and implementation of instructional design. Elective opportunities allow students to choose an interest area to develop a multidisciplinary specialization. Current areas include technology and media, learning in the disciplines, human development and motivation, and measurement and evaluation. The capstone experience of the program is an internship/practicum/portfolio that allows students to apply knowledge of the learning sciences in a context of interest. Students develop a program of study in consultation with their advisor.
Full-time students typically take at least 9 s.h. each semester, with the option of additional summer session work; they usually complete the program in four semesters. Part-time students take 3–6 s.h. each semester; they usually complete the degree in two or three years.
Students may apply substitute equivalent coursework from another institution or department for required or recommended courses.
The MA in psychological and quantitative foundations with a learning sciences and educational psychology subprogram requires the following coursework.
Required Courses
Course # | Title | Hours |
---|---|---|
All of these: | ||
PSQF:6200 | Educational Psychology | 3 |
PSQF:6203 | Tools and External Representations in Individual and Social Learning | 3 |
PSQF:6204 | Foundations of the Learning Sciences | 3 |
PSQF:6205 | Design of Instruction | 3 |
PSQF:6214 | Design of Learning Environments: Theory, Practice, and Method | 3 |
PSQF:6281 | Cognitive Theories of Learning | 3 |
PSQF:6299 | MA Project: Portfolio/Internship/Practicum | 3 |
One of these: | ||
PSQF:6208 | Digital Media and Learning | 3 |
PSQF:6215 | Online Instruction: Design and Facilitation | 3 |
Electives
Elective opportunities allow a student to choose an area of interest to develop a multidisciplinary specialization. Students choose 6 s.h. from one of the following focus areas.
Technology and Media
Course # | Title | Hours |
---|---|---|
PSQF:4760 | Participatory Learning and Media: Creating, Remixing, Making, and Education | 3 |
PSQF:6211 | Universal Design and Accessibility for Online Instruction | 3 |
PSQF:6216 | Tools and Utilities for Online Teaching | 3 |
One of these, if not taken as a required course above: | ||
PSQF:6208 | Digital Media and Learning | 3 |
PSQF:6215 | Online Instruction: Design and Facilitation | 3 |
Learning in the Disciplines
Course # | Title | Hours |
---|---|---|
EDTL:4630 | Psychology of Music | 3 |
EDTL:5610 | Foundations of Music Education Curricula | 3 |
EDTL:6267 | Seminar: Current Issues in Art Education | 3 |
EDTL:6315 | MA Seminar: English Education | 3 |
EDTL:6483 | Multilingual Education and Applied Linguistics | 3 |
EDTL:6570 | Foundation of School STEM Curriculum | 3 |
EDTL:6757 | Learning in the Science Classroom | 3 |
EDTL:6758 | Writing in the Science Classroom | 3 |
EDTL:6833 | History and Foundations of Social Studies Education | 3 |
Human Development and Motivation
Course # | Title | Hours |
---|---|---|
PSQF:4106 | Child Development | 3 |
PSQF:4111 | Human Motivation | 3 |
PSQF:4133 | The Adolescent and Young Adult | 3 |
PSQF:6206 | Advanced Child Development | 3 |
PSQF:6213 | Advanced Lifespan Development | 3 |
Measurement and Evaluation
Course # | Title | Hours |
---|---|---|
PSQF:4143 | Introduction to Statistical Methods | 3 |
PSQF:4740 | Issues in K-12 Assessment | 3 |
PSQF:5165 | Introduction to Program and Project Evaluation | 3 |
PSQF:6220 | Quantitative Educational Research Methodologies | 3 |
PSQF:6257 | Educational Measurement and Evaluation | 3 |
PSQF:6265 | Program Evaluation | 3 |
Admission
Applicants must meet the admission requirements of the Graduate College, including the minimum grade-point average. Viable applicants should have a verbal score of at least 146 and a quantitative score of at least 149 on the Graduate Record Examination (GRE) General Test; successful applicants generally score higher (the GRE is optional).
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), or the Duolingo English Test (DET).
Applications must include the following:
- University of Iowa application packet (and fee);
- a personal statement addressing the applicant's motivation for attending graduate school in general and the University of Iowa specifically, motivation for seeking advanced degree in learning sciences and educational psychology, and specific things the applicant has done that are relevant to the desire to attend and their potential success in graduate school;
- three academic or professional references who will be prompted by the admissions system to provide letters of recommendation; and
- either GRE General Test scores (preferred) or an academic or professional writing sample such as an academic paper (coursework or publication), project report, research proposal, or creative work that includes a written component; and
- for international applicants, TOEFL or other score as approved by the University of Iowa.
Following an initial review of the application, applicants may be asked to participate in a virtual interview with one or more faculty members. No preparation is required for this interview, it provides faculty members an opportunity to better understand the applicant's graduate school goals and provides applicants with an opportunity to ask questions about the program.
Admission decisions are announced approximately six weeks after the application deadline. Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 should consider themselves committed and should not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication, Graduate Study in Psychology and Associated Fields. This policy is consistent with standards set by the association's Board of Educational Affairs.
Application deadline for fall entry is Jan. 15 with review beginning soon after. Application deadline for the spring entry is Oct. 1. Applications after the deadline may not be considered for funding.
Sample Plans of Study
Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI.
Psychological and Quantitative Foundations, MA
- Educational Measurement and Statistics Subprogram
- Learning Sciences and Educational Psychology Subprogram
Educational Measurement and Statistics Subprogram
Academic Career | ||
---|---|---|
Any Semester | Hours | |
30 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website. a | ||
Hours | 0 | |
First Year | ||
Fall | ||
PSQF:4143 | Introduction to Statistical Methods b | 3 |
PSQF:6257 | Educational Measurement and Evaluation | 3 |
Concentration Area course c | 3 | |
Hours | 9 | |
Spring | ||
PSQF:6220 | Quantitative Educational Research Methodologies b | 3 |
PSQF:6243 | Intermediate Statistical Methods | 3 |
PSQF:6255 | Construction and Use of Evaluation Instruments | 3 |
Hours | 9 | |
Second Year | ||
Fall | ||
PSQF:6246 | Design of Experiments | 3 |
Concentration Area course c | 3 | |
Hours | 6 | |
Spring | ||
Concentration Area course c | 3 | |
Elective course d | 3 | |
Final Exam e | ||
Hours | 6 | |
Total Hours | 30 |
- a
- Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.
- b
- May substitute an equivalent course with advisor approval.
- c
- Students must complete at least 9 s.h. of concentration area courses, including one course from each of the following categories: measurement, statistics, and related. See the General Catalog for list of approved courses.
- d
- Work with faculty advisor to determine appropriate graduate elective coursework and sequence.
- e
- Nonthesis students must complete a written and an oral final examination. See the General Catalog and department website for more specifics.
Learning Sciences and Educational Psychology Subprogram
Academic Career | ||
---|---|---|
Any Semester | Hours | |
30 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website. a | ||
Hours | 0 | |
First Year | ||
Fall | ||
PSQF:6200 | Educational Psychology | 3 |
PSQF:6205 | Design of Instruction | 3 |
Focus Area elective b | 3 | |
Hours | 9 | |
Spring | ||
PSQF:6208 or PSQF:6215 |
Digital Media and Learning or Online Instruction: Design and Facilitation |
3 |
PSQF:6281 | Cognitive Theories of Learning | 3 |
Focus Area elective b | 3 | |
Hours | 9 | |
Second Year | ||
Fall | ||
PSQF:6204 | Foundations of the Learning Sciences | 3 |
PSQF:6214 | Design of Learning Environments: Theory, Practice, and Method | 3 |
PSQF:6299 | MA Project: Portfolio/Internship/Practicum | 2 |
Hours | 8 | |
Spring | ||
PSQF:6203 | Tools and External Representations in Individual and Social Learning | 3 |
PSQF:6299 | MA Project: Portfolio/Internship/Practicum | 1 |
Final Exam c | ||
Hours | 4 | |
Total Hours | 30 |
- a
- Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.
- b
- Choose two courses from one of the following focus areas: Technology and Media, Learning in the Disciplines, Human Development and Motivation, Measurement and Evaluation; see the General Catalog for lists of approved courses.
- c
- Completion of all degree requirements and MA project.