Abstract
Volume 47, No. 4
Society for the Teaching of Psychology
2020 Awards and Recognition Recipients
Krisztina V. Jakobsen, Jess Kraybill, Fanli Jia and Seungyeon Lee
Teaching of Psychology, 47(4), 243–249
No Abstract
Special Issue on the Summit on National Assessment of Psychology (SNAP) Editorial
Introduction to the Special Issue
Jane S. Halonen and Andrew N. Christopher
Teaching of Psychology, 47(4), 250
No Abstract
Articles
Doing Assessment Well: Advances for Undergraduate Psychology Programs and Psychology Educators
Dana S. Dunn, Kimberly Coffman, Mukul Bhalla, Guy A. Boysen, Jaime L. Diaz-Granados, Loretta Neal McGregor, Betsy Morgan and Paul Smith
Teaching of Psychology, 47(4), 251–261
This article discusses how assessment tools can be used to improve student learning in undergraduate bachelors (BA/BS) in psychology programs. The article first reviews particular advantages associated with using curricular and cocurricular maps for performing systematic program assessment. After identifying various assessment tools created by the American Psychological Association, we discuss some essential arenas for program assessment in psychology, including curricular structure and related issues, introductory psychology, capstone courses, internships, research experiences and honors projects, graduate placement data, and routine academic program reviews. We close the article by offering assessment tips for program administrators.
assessment, APA resources, curricular map, cocurricular map
Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology
Jennifer L. W. Thompson, Aaron S. Richmond, Barika Barboza, Jennifer Bradley, J. Noland White and R. Eric Landrum
Teaching of Psychology, 47(4), 262–273
Although many psychology departments and instructors are aware of the American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0, they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a psychology learner taxonomy that aligns with Goal 1 of the Guidelines 2.0, and present a rubric for reviewing assessments. Goal 1 of the Guidelines 2.0 is based on content knowledge in psychology. Whereas most assessments allow for the measure of the mastery of content to different extents, the results of those assessments can be invalid due to the design or inappropriate use of the rubric. The working group at the Summit on National Assessment of Psychology addressed these issues and curated evidence-informed assessment exemplars designed to measure content knowledge in psychology.
assessment, student learning outcomes, content, taxonomy, guidelines
Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes
Jon F. Mueller, Helen K. Taylor, Karen Brakke, Mike Drysdale, Kiesa Kelly, Gary M. Levine and Jaclyn Ronquillo-Adachi
Teaching of Psychology, 47(4), 274–284
Goal 2 of the APA Goals for Undergraduate Major in Psychology, Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these skills are critical to help students interpret information and assess claims and review the current practice of measuring student reasoning in this domain. The reach of Goal 2 is broad, including the application of scientific reasoning to interpret psychological phenomena, the demonstration of psychology information literacy, the interpretation and execution of basic psychological research, and an understanding of sociocultural influences in scientific inquiry. We discuss the value of both formative and summative assessments in this area, offer examples of assessment tools currently in use, and provide a list of nationally normed assessments in critical thinking and scientific reasoning. We conclude with a discussion of limitations in current assessment practices and suggest possible future directions.
assessment, student learning outcomes, scientific reasoning, critical thinking, information literacy, research design
The Challenge of Assessing Character: Measuring APA Goal 3 Student Learning Outcomes
Jane S. Halonen, Susan A. Nolan, Sue Frantz, Rebecca A. Hoss, Maureen A. McCarthy, Thomas Pusateri and Katherine Wickes
Teaching of Psychology, 47(4), 285–295
Goal 3 of the APA Goals for Undergraduate Major in Psychology specifies three dimensions of character development deemed central to the major. The purpose of this article is to review the current state of practice that addresses how we measure student learning in ethical reasoning, interpersonal relationship-building, and diversity-related skills, including globally. Deemed the most difficult goal to measure by the organizers of the Summit on National Assessment in Psychology, Goal 3 still generated a variety of strategies to assist in teaching and assessing aspects of the major dedicated to character development; however, this category remains one of significant untapped potential. We conclude by evaluating what gaps in assessing these goals exist and still need to be addressed.
assessment, student learning outcomes, ethical reasoning, interpersonal skills, diversity
Assessing Goal 4 Communication Skills for Psychology Across Audience, Purpose, and Context
Stephen L. Chew, Garth Neufeld, Sharon Hamill, Annette Taylor and Salvador Macias III
Teaching of Psychology, 47(4), 296–304
The challenge of teaching communication skills outlined in Goal 4 of the APA Guidelines for the Undergraduate Psychology Major is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose a curricular-level solution to assessing the development of communication skill, including multiple assessment opportunities in both course and curriculum with progressively higher standards. We discuss how different forms of rubrics can be used to assess communication and created a “common” rubric that can be adapted and used to assess communication across many different contexts. Finally, since social media have increased the frequency of exposure to often engaging, but misleading or inaccurate communication, we discuss the value of being able to judge the validity of received communications and the importance of teaching students how to evaluate messages critically.
communication, assessment, rubrics, teaching
Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students’ Professional Development
Kristin M. Vespia, Karen Z. Naufel, Jerry Rudmann, Jaye F. Van Kirk, Deborah Briihl and Jason Young
Teaching of Psychology, 47(4), 305–315
The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students’ professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management, and teamwork; and developing lifelong professional skills. In this article, therefore, we not only review a wide range of assessment tools for facilitating and evaluating professional development in psychology, but we also discuss the larger importance of the learning goal both to students and to public perceptions of psychology.
professional development, psychology, college students, assessment
Context Matters: Outcome Assessments for Associate’s Degree Psychology Programs
Eric Amsel, Loretta Neal McGregor, Donna Alexander, Kris Leppien-Christensen, Bryan Gerber, Georjeanna Wilson-Doenges and Robin Hailstorks
Teaching of Psychology, 47(4), 316–326
The article highlights the importance and challenges of identifying program-level outcome assessment strategies for associate’s degree psychology programs. We discuss the value of such program outcomes for quality assurance, improved teaching and learning, and efficient transfer. However, as we document, there is little uniformity in the psychology courses offered in associate’s degree programs, which are tailored to the unique context of the institution. As a result, the foundational outcomes offered in the American Psychological Association Guidelines for the Undergraduate Psychology Major 2.0 may not apply to all institutional contexts. The Associate’s Integration subcommittee of the Summit on National Assessment in Psychology developed new outcomes aligned to the foundational ones in Guidelines 2.0 to address the need for assessments across all institutional contexts. We conclude with suggestions for future discussion, research, and policy regarding program assessment for associate’s degree students.
associate’s degree, program learning outcomes, assessment, APA Guidelines 2.0
Afterward
My How Times Flies
Andrew N. Christopher
Teaching of Psychology, 47(4), 327–328
No Abstract