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APPLYING ASSESSMENT STRATEGIES IN PSYCHOLOGY
Bibliography of Resources for Assessment in Psychology
Allen, M. J., Noel, R. N., Deegan, J., Halpern, D., & Crawford, C. (2000). Goals and objectives for the undergraduate psychology major: Recommendations from a meeting of California State University psychology faculty. [On-line]. Office of Teaching Resources in Psychology [OTRP] Online. Available: http://www.Lemoyne.edu/OTRP/teachingresources.html
Developed by a task force of psychology faculty from the California State University System, this publication outlines eight general goals and associated learning objectives for the undergraduate major in psychology.
Baum, C., Benjamin, L. T., Bernstein, D., Crider, A. B., Halonen, J., Hopkins, J. R., McGovern, T. V., McKeachie, W. J., Nodine, B., Reid, P. J., Suinn, R., & Wade, C. (1993). Principles for quality undergraduate psychology programs. In T. V. McGovern (Ed.), Handbook for enhancing undergraduate education in psychology (pp. 17-20). Washington, DC: American Psychological Association.
Baum et al. outline a set of principles that characterize quality undergraduate psychology programs that are organized in three categories: students, faculty, and curriculum.
Brewer, C. L., Hopkins, J. R., Kimble, G. A., Matlin, M. W., McCann, L. I., McNeil, O. V., Nodine, B. F., Quinn, V. N., & Saundra. In T. V. McGovern (Ed.), Handbook for enhancing undergraduate education in psychology (pp. 161-182). Washington, DC: American Psychological Association.
After reviewing a proposed list of seven educational goals for the undergraduate psychology major, Brewer et al. describe aspects of the structure and content of the undergraduate curriculum that can address these goals. The chapter ends with a list of specific recommendations for curriculum planning.
Graham, S. E. (1998). Developing student outcomes for the psychology major: An assessment-as-learning framework. Current Directions in Psychological Science, 7, 165-170.
This article outlines the approach to assessment of student learning adopted by Alverno College. It also includes a description of expected learning outcomes for the psychology major.
Halonen, J. S., Appleby, D., Brewer, C. L., Buskist, W., Gillem, A. R., Halpern, D., Hill, G. W., Lloyd, M. A., Rudmann, J/ L/, & Whitlow, V. (2002). Uundergraduate psychology major learning goals and outcomes: A report. [On-line]. American Psychological Association. Available: http://www.apa.org/ed/pcue/taskforcereport.pdf
This document is a report of the proposed learning outcomes for the undergraduate major in psychology developed by a task force of the Board of Educational Affairs (BEA). The report has been endorsed by the BEA and will be forwarded to the APA Board of Directors and the APA Council of Representatives for endorsement in the near future.
Halpern, D. F. (1988). Assessing student outcomes for psychology majors. Teaching of Psychology, 15, 181-186.
Halpern makes a case for the importance of assessing student learning in psychology as a tool for improving teaching and learning , including the key role that the discipline of psychology should play in assessment in general. She also suggests six general learning outcome areas for the psychology major and reviews assessment methods and approaches.
Halpern, D. F. in collaboration with Appleby, D. C., Beers, S. E., Cowan, C. L., Furedy, J. J., Halonen, J. S., Horton, C. P., Peden, B. F., & Pittenger, D. J. (1993). Targeting Outcomes: Covering your assessment concerns and needs. In T. V. McGovern (Ed.), Handbook for enhancing undergraduate education in psychology (pp. 23-46). Washington, DC: American Psychological Association.
In this chapter, Halpern et al. set forth a model of student-centered assessment. They also include a proposed list of outcomes for the undergraduate major in psychology and an extensive review of assessment methods, including advantages and disadvantages of each method, as well as suggested strategies for implementing and using a departmentally-based assessment program.
Korn, J. H., Sweetman, M. B., & Nodine, B. F. (1996). An analysis of and commentary on consultant's reports on undergraduate psychology programs. Teaching of Psychology, 23, 14-19.
Summarizes the results of a content analysis of consultant reports for 20 departments. Frequencies of 24 evaluation categories with respect to the occurrence of each as an issue, problem, or recommendation are reported and the role of external consultants in departmental review is discussed.
Levy, J., Burton, G., Mickler, S., & Vigorito, M. (1999). A curriculum matrix for psychology program review. Teaching of Psychology, 26, 291-294.
Using a proposed list of expected learning outcomes for the undergraduate major in psychology, Levy, et al. present a matrix approach that can be used to relate expected outcomes to courses in a department's curriculum. They argue that using this approach helps departments identify omissions, redundancies, and consistency across the curriculum.
McGovern, T. V., & Carr, K. (1989). Carving out the niche: A review of alumni surveys on undergraduate majors. Teaching of Psychology, 16, 52-57.
A good review of the importance and application of surveys of alumni as a component of an overall assessment program.
McGovern, T. V., Furumoto, L., Halpern, D. F., Kimble, G. A., & McKeachie, W. J. (1991). Liberal education, study in depth, and the arts and sciences major-psychology. American Psychologist, 46, 598-605.
Following a review of past reports on the undergraduate psychology major, McGovern et al. identify eight common goals of the undergraduate major in psychology and different models for the structure of the major
Messer, W. S., Griggs, R. A., & Jackson, S. L. (1999). A national survey of undergraduate degree options and major requirements. Teaching of Psychology, 26, 164-171.
Provides an overview of course requirements and degree tracks and specialties based upon a national sample of 292 catalogs from regional and national universities and liberal arts colleges.
Perlman, B., & McCann, L. I. (1999). The structure of the psychology undergraduate curriculum. Teaching of Psychology, 26, 171-176.
Similar to Messer et al. (1999), this study summarizes the characteristics and structure of the undergraduate major in psychology based upon a review of 500 college catalogs from several types of institutions.
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