This book will help undergraduate psychology faculty and administrators address three types of assessment pressures—individual, institutional, international—that they face when designing courses and curricula around student learning goals.
This book will help undergraduate psychology faculty and administrators address three types of assessment pressures—individual, institutional, international—that they face when designing courses and curricula around student learning goals.
Edited by Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum
Inhaltsangabe
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
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
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