Research, Measurement & Evaluation – M.S.Ed.

Educational and Psychological Studies

Research, Measurement & Evaluation

M.S.Ed.

Mission Statement
The mission of the RME Masters program is to provide students with the requisite training in the application of statistical and measurement methodologies to be a data analyst, research coordinator, and measurement advisor in a variety of professional and/or academic (e.g., doctoral student in a related program) settings.

Purpose and Goals
The M.S.Ed. program in RME is designed to train students in research methodology, relevant statistical and measurement analyses, and statistical software required for data management and statistical analyses relevant to research and evaluations conducted in educational, psychological, health, and human service environments. To accomplish this goal, students complete a set of core courses that provide training in the relevant methodologies and statistical software. These core courses cover computer programming, basic descriptive and inferential statistics, the general linear model, multivariate statistics, structural equation modeling, measurement theory, program evaluation, and data management. The core courses focus on application of methods to real-world problems and data analysis so that the experiences obtained in the classroom can directly translate into practical skills that will be required in real research and evaluation settings. The majority of courses related to statistics, measurement, and data management are taught in a computer lab whereby students are actively engaged in using relevant statistical software to conduct the desired analyses. As a result, students are provided continuous opportunity to gain skills related to the analysis of data in applied settings.

Students entering the M.S.Ed. program are not required to have any particular math or statistics background beyond an understanding of simple algebra. The applied nature of the statistics courses also ensures that the only mathematical operations used in the courses generally are limited to algebra. No specific expertise in higher mathematical content areas (such as calculus) is required. As a result, students entering the program can come from a wide range of disciplines. Many students enrolled in the program have had undergraduate degrees in fields such as education, psychology, sociology, and health sciences.


Required Coursework

The curriculum of the M.S. Ed. in RME is structured around three components: (A) a core set of 24 credits (8 courses of 3 credits each) of required coursework covering the fundamentals of research design, measurement, and statistical analysis; (B) 6 credits of elective course-work; and (C) a comprehensive exam occurring upon the completion of the 24 credits of required coursework. The specific details of the curriculum are given below.


EPS 700 Quantitative Methods I
EPS 701 Introduction to Research Methods
EPS 702 Quantitative Methods II
EPS 703 Applied Multivariate Statistics
EPS 704 Computer Applications in Educational and Behavioral Science Research
EPS 705 Measurement and Psychometric Theory
EPS 706 CATEGORICAL DATA ANALYSIS
EPS 708 An Introduction to Structural Equation Modeling for Multivariable Data

Select two courses from the following for a total of 6 credit hours:

EPS 699 Advanced Individual Study
EPS 707 Item Response Theory
EPS 709 Introduction to Multilevel Modeling
EPS 710 Meta-analytic methods for research synthesis.
EPS 711 Advanced Topics In Research, Measurement, And Evaluation
EPS 712 Field Experience in Educational Research
EPS 714 Qualitative Methods I
EPS 715 Qualitative Methods II: Case Studies and Grounded Theory
EPS 716 Qualitative Methods II: Interviews and Content Analysis

Comprehensive Exam

Each student must successfully pass a comprehensive exam that covers the content of the core 24 credits. This exam assesses the student’s competency in these core areas of research methodology and use of statistical software, and is based on content that is aligned with the material covered in the core 24 credits.

F.A.Q.

Do I need a strong math or statistics background to apply to the RME Program?
No, extensive undergraduate coursework in math and statistics is not necessary. Naturally, individuals who enter our program with a strong math and/or statistics background tend to be familiar with many of the concepts covered in the courses, but it is not necessary.
What are the career opportunities like for students graduating from the RME program?
Simply stated, the career opportunities are fantastic. Demand for individuals with graduate training in research, measurement, and evaluation outweighs the current supply. Private and public agencies, as well as universities, are constantly searching for individuals with expertise in these areas. This demand is, in part, fueled by the increase in national and state-level achievement testing mandated by the No Child Left Behind (NCLB) act, which requires individuals trained in applied statistics and measurement for the psychometric/technical development of tests (i.e., determining from a statistical point of view whether the items of a test are working properly, and how to best estimate and individual’s ability based on the responses to the test items). Additional demand for experts in research methodology and measurement is generated through the increasing use of standardized psychological testing for diagnostic purposes and the high level of demand for the evaluation of educational and psychological programs implemented in school systems.
What Type of Businesses and Agencies are Typical Employers?
This will depend, in part, on what type of career you desire. If you want to teach, conduct research, and serve as a consultant to academic grants, then colleges and universities would be the natural employer. Nearly every college or university that grants graduate degrees would have the need for one or more individuals trained in research, measurement, and evaluation. If you are interested in a career that focuses on designing and implementing large-scale evaluations of programs (such educational programs, or health-related programs), then a public or private research agency, or large-scale testing agencies, such as ETS, ACT, and The College Board, would be examples of potential employers. Finally, if you are interested in measurement issues related to large-scale testing, then public testing agencies (i.e., state testing agencies) and private testing agencies (e.g., ETS, ACT, the American Board of Medical Examiners) would be examples of potential employers.

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Program Director

Cengiz Zopluoglu

Assistant Professor, Department of Educational and Psychological Studies

305-284-5102


Room: Max Orovitz Building 333-A