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This book shows how to develop assessments that undergraduate psychology faculty and administrators can use when designing pedagogies, courses, and curricula around student learning goals, including those identified by APA's Guidelines for the Undergraduate Psychology Major.
The contributors are veteran educators who offer expert advice for addressing assessment-driven pressures from individual and institutional stakeholders. They also discuss international pressures as education programs around the world become more interconnected, which requires global cooperation and harmonization.
Using illustrative case examples, the authors provide strategies for assessing students' learning, developing institutional assessment plans, and building bridges across institutions and international borders. In addition, they highlight the limitations of assessment, encouraging flexibility in determining what to assess and how to act on and communicate the resulting data. They encourage active, thoughtful engagement to improve student learning, and ensure that today's students are ready to compete in the global economy.
This book shows how to develop assessments that undergraduate psychology faculty and administrators can use when designing pedagogies, courses, and curricula around student learning goals, including those identified by APA's Guidelines for the Undergraduate Psychology Major.
The contributors are veteran educators who offer expert advice for addressing assessment-driven pressures from individual and institutional stakeholders. They also discuss international pressures as education programs around the world become more interconnected, which requires global cooperation and harmonization.
Using illustrative case examples, the authors provide strategies for assessing students' learning, developing institutional assessment plans, and building bridges across institutions and international borders. In addition, they highlight the limitations of assessment, encouraging flexibility in determining what to assess and how to act on and communicate the resulting data. They encourage active, thoughtful engagement to improve student learning, and ensure that today's students are ready to compete in the global economy.
Contributors
Introduction: Assessment Assessment Everywhere—And What Are We to
Think?
Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum
Part I. Institutional Approaches
Chapter 1. Scholarship of Teaching and Learning and Assessment:
Advancing a Collaborative Model
Regan A. R. Gurung
Chapter 2. A Framework for Setting Educational Priorities
Melissa Beers
Chapter 3. The Sound and Fury of Academic Program Reviews: What
They Reveal about Assessment and Accountability
Jane S. Halonen and Dana S. Dunn
Chapter 4. Replacing the Term Formative Assessment: A Modest
Proposal
Rob McEntarffer
Chapter 5. How to Create a Culture of Assessment
Jason S. Todd and Elizabeth Yost Hammer
Chapter 6. Overcoming Obstacles That Stop Student Learning: The
Bottleneck Model of Structural Reform
Claudia J. Stanny
Chapter 7. Backward Design, the Science of Learning, and the
Assessment of Student Learning
Catherine E. Overson and Victor A. Benassi
Part II. Individual Approaches
Chapter 8. Assessment as a Pedagogical Science: A Stealthy Approach
to Studying Effective Teaching
Bridgette Martin Hard
Chapter 9. Evidence-Based Teaching and Course Design: Using Data to
Develop, Implement, and Refine University Courses
Danae L. Hudson
Chapter 10. A Taxonomy for Assessing Educational Change in
Psychology
Raymond J. Shaw
Chapter 11. Using Formative Self-Assessment to Improve Teaching and
Learning in Educational Psychology Courses
Eva Seifried and Birgit Spinath
Part III. International Approaches
Chapter 12. Assessing Learning Outcomes in Undergraduate Psychology
Education: Lessons Learned From Five Countries
Jacquelyn Cranney, Julie A. Hulme, Julia Suleeman, Remo Job, and
Dana S. Dunn
Chapter 13. Applying the Assessment Design Decisions Framework
Internationally
Jacquelyn Cranney, Dana S. Dunn, and Suzanne C. Baker
Chapter 14. Measuring the Generic Skills of Higher Education
Students and Graduates: Implementation of CLA+ International
Doris Zahner, Dirk Van Damme, Roger Benjamin, and Jonathan
Lehrfeld
Chapter 15. Interdisciplinary Innovations in Formative and
Summative Assessment: The Beliefs, Events, and Values Inventory;
VALUE Rubrics; and the Cultural Controllability Scale
Kris Acheson, Ashley Finley, Louis Hickman, Lee Sternberger, and
Craig Shealy
Afterword: What’s Next?
Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum
Index
About the Editors
Susan A. Nolan, PhD, is a psychology professor at Seton Hall
University, New Jersey. She has taught numerous courses,
including Abnormal Psychology, International Psychology,
Introduction to Psychology, and Statistics. She has also coauthored
several statistics and introduction to psychology textbooks. Dr.
Nolan served as a United Nations representative for the American
Psychological Association and researched international psychology
education in Bosnia and Herzegovina as a U.S. Fulbright Scholar.
She also studies the education and careers of women and men in
science, technology, engineering, and mathematics (STEM) fields.
Susan Nolan lives in Jersey City, New Jersey. Follow @susan_a_nolan
on Twitter.
Christopher M. Hakala, PhD, is a psychology professor and
the director of the Center for Excellence in Teaching, Learning,
and Scholarship at Springfield College, Massachusetts. His research
has focused on reading comprehension, teaching and learning,
effective faculty development and assessment, and best practices in
the classroom. Dr. Hakala has been invited to present at many
conferences around the country as well as dozens of colleges and
universities on topics ranging from reading narrative text to
managing large classes and engaging students in ways that maximize
their learning. He lives in Wilbraham, Massachusetts. Follow
@chakala5 and @CenterTeaching on Twitter.
R. Eric Landrum, PhD, is a professor and chair of the
Department of Psychological Science at Boise State University,
Idaho. He teaches courses including Introductory General
Psychology, Introduction to the Psychology Major, Statistical
Methods, Research Methods, and Psychological Measurements. Dr.
Landrum’s research interests center on educational issues and
facilitating student success. He is the author of Undergraduate
Writing in Psychology (3rd ed.) (2021) and has won multiple
teaching awards, including the American Psychological Foundation’s
Charles L. Brewer Distinguished Teaching of Psychology award in
2019. Eric Landrum lives in Meridian, Idaho. Visit
https://ericlandrum.com/ and follow @ericlandrum on Twitter.
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