All of our students taken an upper division lab course and have to write either a full APA paper or a grant proposal which we ask them to write the body of, and anticipated results and discussion in APA style. I've attached our scoring rubric for anyone who is intersted. I plan to present this at the Assessment Best Practices (if my proposal is accepted) next October.
Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu ---- Original message ---- >Date: Thu, 25 Feb 2010 15:49:42 -0500 >From: "Nathalie Cote" <nathaliec...@bac.edu> >Subject: RE: [tips] assessment question (AAAAUUUUGGGGHHHH) >To: "Teaching in the Psychological Sciences (TIPS)" ><tips@fsulist.frostburg.edu> > > > > We have used the MFAT for two years. We'll keep > using it but a major problem is that we do not teach > our students to take multiple-choice tests so the > format of the MFAT assessment does not map all that > well to the skills we emphasize in our upper level > courses. However, we do use it to observe curricular > strengths and weaknesses in the content coverage > across the 6 subareas and to get a sense of the > national norms for content knowledge. > > > > Our primary source of assessment information for the > major is the senior thesis. > > > > We are in the process of developing a > pretest-posttest that will focus just on the > information literacy skills that we expect our > majors to develop. We will give it in Intro Psych > and in the thesis class probably. This test will be > in addition to the ETS iSkills test that the college > at large is about to being using and is intended to > be discipline -specific (if you have one please > share!). > > > > Nathalie Cote > > Belmont Abbey College, NC > > > > > > From: Marc Carter [mailto:marc.car...@bakeru.edu] > Sent: Thursday, February 25, 2010 3:39 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: RE: [tips] assessment question > (AAAAUUUUGGGGHHHH) > > > > > > > > I'm with Julia and Claudia: use the MFAT. It's > cheap and thorough. > > > > I did want to say that I don't think you need to do > a pre-test, though. It's *highly* unlikely you're > going to have a substantial number of students who > come to your degree program already knowing psych. > Even an AP class in high school is not likely to > result in a great deal of retained knowledge 4-odd > years later. Almost everything they know about > psychology as seniors is due to what you've done > with them while they were in your program. > > > > I'd save the money on the pre-test and have a couple > picnics for the psych majors. I just cannot see it > being informative. > > > > The MFAT is normed, so you can compare your group to > other groups; it has six "Assessment Indicators" > that will tell you about strengths and weakness of > your program in sufficient detail that you can make > curricular changes. > > > > m > > > > -- > Marc Carter, PhD > Associate Professor and Chair > Department of Psychology > College of Arts & Sciences > Baker University > -- > > > > > > ---------------------------------------------------- > > From: Claudia Stanny [mailto:csta...@uwf.edu] > Sent: Thursday, February 25, 2010 2:09 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: Re: [tips] assessment question > (AAAAUUUUGGGGHHHH) > > > > Not knowing what the learning outcomes are for > your program makes answering your question more > difficult. > > > > If you are focused entirely on content and fact > retrieval, a pre-post test doesn't pose a very > interesting question. You could probably answer > it better by using something like the Major Fields > test for psychology (ETS) and then look at subtest > scores to look at knowledge areas to identify > areas of strengths and weaknesses. I'm > assuming ETS provides these subscores for areas in > psychology for the Psychology test. I know they > do this for the Business test because the College > of Business uses this approach to look at > strengths and weaknesses in in the Business > curriculum - ETS gives them subscores for finance, > economics, accounting, management, etc. > > > > If you would really like to have some sort of > baseline for content knowledge, you could > volunteer to pariticipate in the College Board > development of norms for the AP Psychology exam. > Students take the AP exam at the end of their > introductory psychology course. Not exactly > entering the major, but I hope they learn more > about the content of psychology in all those other > courses they take later! It would be sad if they > learned all the relevant content in intro! :-) > > > > Many programs have learning outcomes related to > critical thinking and analysis skills, information > literacy, and quality of writing. If your > institution has an assessment for these learning > outcomes in the General Education curriculum, you > could try to get the average scores for students > in Gen Ed entering the psychology major and use > those scores as the baseline. Then create a > meaningful assessment of these skills with an > embedded assignment in the capstone course to > determine what changes occur during completion of > the major coursework. > > Claudia J. Stanny, Ph.D. > Director, Center for University Teaching, > Learning, and Assessment > Associate Professor, Psychology > University of West Florida > 11000 University Parkway > Pensacola, FL 32514 - 5751 > > Phone: (850) 857-6355 or 473-7435 > > csta...@uwf.edu > > CUTLA Web Site: http://uwf.edu/cutla/ > Personal Web Pages: > http://uwf.edu/cstanny/website/index.htm > > On Thu, Feb 25, 2010 at 12:48 PM, Marte Fallshore > <ma...@cwu.edu> wrote: > > > > > > Hi, everybody. In case anyone's missed me, I'm > back. Still mostly lurking, but I do have a > question. My school, like all the others, is > obsessed with assessment (sounds like a poem title > by e.e. cummings, doesn't it?). I was wondering > if anyone out there does a pre- posttest > assessment of psych graduates? My chair is wanting > to start something like that b/c we now have a > 1-credit introduction to the major class when they > declare. We want to give them the pretest in the > majors class then a posttest during their senior > assessment class. What do they know b/4 the major > and what do they know after? Anybody got any tests > already written (and maybe normed) we could use? > Thanks, > > > > Marte > > > > > > ************************************************ > Marte Fallshore > Department of Psychology > > Central Washington Univ. > > 400 E University Way > Ellensburg, WA 98926-7575 > > 509/963-3670 > 509/963-2307 (fax) > > No one knows what's next, but everybody does it. > ~George Carlin > > > > When I give food to the poor, they call me a > saint. > When I ask why the poor have no food, they call me > a communist. > ~Dom Heider Camara > > I teach for free; they pay me to grade. (anon) > ************************************************ > > > > --- > > You are currently subscribed to tips as: > csta...@uwf.edu. > > To unsubscribe click here: > > http://fsulist.frostburg.edu/u?id=13144.1572ed60024e708cf21c4c6f19e7d550&n=T&l=tips&o=871 > > (It may be necessary to cut and paste the above > URL if the line is broken) > > or send a blank email to > leave-871-13144.1572ed60024e708cf21c4c6f19e7d...@fsulist.frostburg.edu > > > > --- > > You are currently subscribed to tips as: > marc.car...@bakeru.edu. > > To unsubscribe click here: > > http://fsulist.frostburg.edu/u?id=13029.76c7c563b32ad9d8d09c72a2d17c90e1&n=T&l=tips&o=878 > > (It may be necessary to cut and paste the above > URL if the line is broken) > > or send a blank email to > leave-878-13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu > > > > ---------------------------------------------------- > > The information contained in this e-mail and any > attachments thereto ("e-mail") is sent by Baker > University ("BU") and is intended to be confidential > and for the use of only the individual or entity > named above. 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Rubric for Student Papers.pdf
Description: Adobe PDF document
