Sede
Stati Uniti d'America (USA)
Modalità di studio
Campus
Lingua del programma
Inglese
Aree di studio
Scienze Sociali, Psicologia, Scienze della Formazione
Durata
2 Anni
Formato
Full-time, Part-time
Tipo di programma
PhD
Costo
Richiedi informazioni
Sede
Stati Uniti d'America (USA)
Modalità di studio
Campus
Lingua del programma
Inglese
Aree di studio
Scienze Sociali, Psicologia, Scienze della Formazione
Durata
2 Anni
Formato
Full-time, Part-time
Tipo di programma
PhD
Costo
Richiedi informazioni
The vision of the Doctor of Philosophy (Ph.D.) program in assessment and measurement at JMU is to establish and maintain a national reputation as a valuable resource in educational outcomes assessment and in applied and theoretical measurement. As such, the program will help meet the growing demand for assessment and measurement professionals in a wide variety of applied settings.
To attain this vision, the mission of the doctoral program is to:
The focus of the assessment training in the Ph.D. program is on the design of program assessment strategies, empirical investigation of new measurement and assessment methods, identification of appropriate existing and/or construction of new assessment measures/methods, quantitative analysis of aggregate data, appropriate use of assessment results, and effective communication of results to a variety of audiences. Moreover, with the extensive background in measurement theory and quantitative methods provided, the graduates of this Ph.D. program are trained as experts in these areas, enabling them to enter the field equipped with a knowledge base that extends far beyond the pragmatic aspects of implementing assessment strategies.
Although the program focuses on applications of assessment, measurement, and quantitative methodology in higher education, students can apply the skills and knowledge gained in the program to areas such as K-12 education, industry, and government. Students are not trained to perform a psychological assessment of individuals for clinical diagnostic or therapeutic purposes. Instead, training revolves around the design and improvement of methods to measure program effectiveness, the development and psychometric evaluation of measurement instruments, and the effective applications of quantitative methods.
The Ph.D. program in assessment and measurement adheres to a practitioner-scientist, applied model of graduate training, built on a solid theoretical base in scientific psychology. The program integrates pedagogical foundations of psychology, measurement, assessment, quantitative methods, and applied experience. The training model is further designed to capitalize on the previous educational and professional experiences and training of incoming students to expand, strengthen and supplement these skills.
There are two options for applying to the program.
We know that success requires equal parts intellect and action. At JMU, that’s what Being the Change is all about.
When students graduating from James Madison University proudly walk across the stage to receive their diplomas, they’re more than just educated. They’re members of a fellowship of doers. They know how to make things happen. They’ve honed their ability to think critically. They’ve learned the importance of a strong work ethic and they’ve become committed to and skilled at collaborating with others. Diplomas in hand, they leave campus determined to live lives of meaning and pursue careers of purpose.
Only two hours from Washington D.C., JMU is fast becoming one of the nation’s leading lights in higher education. That’s because students enjoy unusually engaged relationships with world-class faculty who are at JMU because they want to pursue knowledge and teach talented students.
JMU students, faculty and alumni are using equal parts intellect and action to succeed in every sort of pursuit: they’re boosting innovation and discovery, leading in business, advancing culture, improving health care, reforming education, renewing civil society, competing in athletics — they’re Being the Change in every imaginable way.
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