Assessing Undergraduate Learning in Psychology: Strategies for Measuring and Improving Student Performance available in Paperback
- Pub. Date:
- American Psychological Association
|Publisher:||American Psychological Association|
|Product dimensions:||6.90(w) x 9.90(h) x 0.60(d)|
About the Author
Table of ContentsContributors Introduction: Assessment Assessment Everywhere—And What Are We to Think?Susan A. Nolan, Christopher M. Hakala, and R. Eric LandrumPart I. Institutional Approaches Chapter 1. Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative ModelRegan A. R. Gurung Chapter 2. A Framework for Setting Educational PrioritiesMelissa Beers Chapter 3. The Sound and Fury of Academic Program Reviews: What They Reveal about Assessment and AccountabilityJane S. Halonen and Dana S. Dunn Chapter 4. Replacing the Term Formative Assessment: A Modest ProposalRob McEntarffer Chapter 5. How to Create a Culture of AssessmentJason S. Todd and Elizabeth Yost Hammer Chapter 6. Overcoming Obstacles That Stop Student Learning: The Bottleneck Model of Structural ReformClaudia J. Stanny Chapter 7. Backward Design, the Science of Learning, and the Assessment of Student LearningCatherine E. Overson and Victor A. BenassiPart II. Individual Approaches Chapter 8. Assessment as a Pedagogical Science: A Stealthy Approach to Studying Effective TeachingBridgette Martin Hard Chapter 9. Evidence-Based Teaching and Course Design: Using Data to Develop, Implement, and Refine University CoursesDanae L. Hudson Chapter 10. A Taxonomy for Assessing Educational Change in PsychologyRaymond J. Shaw Chapter 11. Using Formative Self-Assessment to Improve Teaching and Learning in Educational Psychology CoursesEva Seifried and Birgit SpinathPart III. International Approaches Chapter 12. Assessing Learning Outcomes in Undergraduate Psychology Education: Lessons Learned From Five CountriesJacquelyn Cranney, Julie A. Hulme, Julia Suleeman, Remo Job, and Dana S. Dunn Chapter 13. Applying the Assessment Design Decisions Framework InternationallyJacquelyn Cranney, Dana S. Dunn, and Suzanne C. Baker Chapter 14. Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of CLA+ InternationalDoris 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 ScaleKris 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
What People are Saying About This
In this masterfully crafted compendium, seasoned undergraduate educators enlighten readers about state-of-the-art approaches to advance assessment practices at the individual, institutional, and international levels (the three I’s). The chapter authors provide sage and practical guidance supported by best practices and relevant case examples for creating an ecologically informed culture of assessment that is proactive and meaningful rather than reactive to multiple pressures. This book is a must-have for every undergraduate psychology faculty member and administrator worldwide.
The editors have taken a unique approach by viewing assessment from three different vantage points, affording readers a holistic picture of how diverse stakeholders can improve assessment at micro, meso, and macro levels. Together, the contributions from an impressive cross-section of disciplinary scholars create a volume that will be immensely valuable to departments of psychology, educational developers, and others who support assessment at their institutions.
While reading this book, I could not help but constantly reflect on my own teaching and how to implement this cutting-edge knowledge on assessment to improve the quality of both our teaching and student learning. I believe this book should be mandatory reading for all involved in higher education teaching—both educators and administrators. This may inspire and facilitate an academic community in which student learning is optimized, and assessment may even be a fun part of it!