Seven Goals for Effective Program Assessment.

Stoloff, Michael L.; Apple, Kevin J.; Barren, Kenneth E.; Reis-Bergan, Monica; Sundre, Donna L.

doi:10.1037/10807-002

Cited by 5 publications

(8 citation statements)

References 12 publications

(13 reference statements)

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“…The ACAT is a standardized, content knowledge test with a mean of 500 and a standard deviation of 100 (Chaplin, 1994). Typically, students complete our methodology sequence during their first or second year of college, and each year 100 of approximately 250 graduating seniors complete the ACAT as part of our departmental assessment activities (Stoloff, Apple, Barron, Reis-Bergen, & Sundre, 2004). While different options are available for the ACAT, we have our senior psychology majors complete a version that evaluates 10 different subject areas, which include statistics, methods, abnormal, animal learning, developmental, human learning, personality, physiological, sensation and perception, and social.…”

Section: Long-term Outcomes: Acatmentioning

confidence: 99%

Debating Curricular Strategies for Teaching Statistics and Research Methods

Barron

Apple

2014

Teaching of Psychology

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Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or should statistics and research methods be taught in a combined, integrated fashion? In this article, we first review the current empirical evidence on whether there is a preferred format and sequencing of methodology courses to enhance student learning outcomes. Then we summarize an assessment study conducted at our own institution comparing a nonintegrated, two-course sequence that required statistics before research methods and an integrated, two-course sequence in which students shifted in an out of research methods and statistics units during each semester on short-term and long-term student outcomes. Our results revealed that students enrolled in the integrated sequence not only earned higher course grades in each of their initial methodology courses but also scored higher on senior exit assessments of their methodology skills taken at the end of their undergraduate careers.

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Section: Long-term Outcomes: Acatmentioning

confidence: 99%

Debating Curricular Strategies for Teaching Statistics and Research Methods

Barron

Apple

2014

Teaching of Psychology

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“…To help researchers and instructors accrue the benefits of taking a scientific approach to LOA, we propose eight guidelines described below. These guidelines are not an exhaustive list of good practices intended to replace the useful suggestions of others (e.g., Allen, 2004; Angelo & Cross, 1993; Graham, 1998; Halonen, 2008; Halpern, 1988, 2004; Maki, 2004; Pieper, Fulcher, Sundre, & Erwin, 2008; Pusateri, Halonen, Hill, & McCarthy, 2009; Stoloff et al, 2004). Rather, the following eight guidelines are intended to provide practical suggestions for conducting high-quality assessment research on CT in psychology and for using assessment results to improve CT instruction.…”

Section: Guidelines For Effective Assessmentmentioning

confidence: 99%

“…To guide interpretation of data from multiple measures, it helps to organize the findings in relation to the goals and objectives of the assessment. Stoloff et al (2004) have provided many useful recommendations and a table of how JMU has used a variety of assessment study results to close the loop (using assessment finding to make changes in the program). To further illustrate this process, Table 2 describes four recent CT outcome assessment studies at FSU and how the results were interpreted and applied.…”

Section: Guidelines For Effective Assessmentmentioning

confidence: 99%

“…Our main thesis is that LOA in general, and CT assessment in particular, should be conducted in the same manner as any good scientific research. Among academics, psychologists are in a unique position to take a scientific approach to LOA because they often have had training relevant to conducting such research (Stoloff, Apple, Barron, Reis-Bergan, & Sundre, 2004). Those collecting LOA data should use relevant knowledge of psychological research, testing, psychometrics, and methodology to collect high-quality data.…”

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confidence: 99%

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Guidelines for a Scientific Approach to Critical Thinking Assessment

Bensley

Murtagh

2011

Teaching of Psychology

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Assessment of student learning outcomes can be a powerful tool for improvement of instruction when a scientific approach is taken; unfortunately, many educators do not take full advantage of this approach. This article examines benefits of taking a scientific approach to critical thinking assessment and proposes guidelines for planning, conducting, and using assessment research. Specifically, we discuss study design options and strategies for improving the quality of assessment data and the use of such data to improve critical thinking instruction in programs. Examples of practices from three programs that have conducted considerable critical thinking assessment illustrate use of the guidelines. Using scientific assessment to develop evidence-based educational practices shows great promise in contributing to the scholarship of teaching critical thinking.

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“…;Wergin, 2003). Several models specific to the psychology review have also emerged in the scholarship of teaching and learning in psychology (e.g., Levy, Burton, Mickler, & Vigorito, 1999;Pusateri et al, 2004; Maureen A. McCarthy Dana S. Dunn Stoloff, Apple, Barron, Reis-Bergan, & Sundre, 2004; see also Sheehan, 1993Sheehan, , 1994.…”

Section: The Role Of the Academic Program Review In Psychologymentioning

confidence: 99%

Quality benchmarks in undergraduate psychology programs.

Dunn

McCarthy

Baker

et al. 2007

American Psychologist

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Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

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Seven Goals for Effective Program Assessment.

Cited by 5 publications

References 12 publications

Debating Curricular Strategies for Teaching Statistics and Research Methods

Debating Curricular Strategies for Teaching Statistics and Research Methods

Guidelines for a Scientific Approach to Critical Thinking Assessment

Quality benchmarks in undergraduate psychology programs.

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