Description
Book SynopsisThis book will help undergraduate psychology faculty and administrators address three types of assessment pressuresindividual, institutional, internationalthat they face when designing courses and curricula around student learning goals.
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 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. BenassiPart 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 SpinathPart 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
