APR 08 09 PSYCHOLOGY May09

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					                                                                                          PROGRAM: PSYCHOLOGYACADEMIC YEAR: 2008-2009 Page 1
                                                  SOLAS ACADEMIC ASSESSMENT- PLANNING RECORD

    PROGRAM: PSYCHOLOGY                                                                      ACADEMIC YEAR: 2008-2009

    X indicates those School Goal(s) addressed by the outcomes selected below:

                             I.       Deliver rigorous curricula that support general education outcomes
                            II.       Deliver rigorous major curricula that support departmental goals


Part II: General Education Outcomes Assessment
    Timetable:
         1. General education outcomes, specific courses that support these outcomes, course-specific outcomes that support the general
            education outcomes, and means of assessment for each course specific outcome must be entered on the template below and
            submitted via email to Susan Bello and Deborah Vess, by December 21, 2008.
        2. Assessment results must include data from the spring 2009 term and be gathered, entered, and submitted to Susan Bello and
           Deborah Vess via email by the end of May 2009.
        3. By September 30, 2009, the department must meet, discuss and analyze the results, and agree on changes to be made as a
           result of the assessment. These must be entered on the template below and submitted via email to Susan Bello and Deborah
           Vess.

General Education Outcomes (select at least two from this list to use for assessment purposes)
Upon graduation, students will be able to:

   1.  Integrate effective speaking, reading and writing skills in multiple contexts
   2.  Use effective critical thinking skills, including rules of informal logic, inductive and deductive reasoning, to solve problems in various disciplines.
   3.  Evaluate thematic and other issues from multiple disciplinary and cultural perspectives.
   4.  Analyze the ways diverse cultural values impact meaning in creative works and the complex behavior of individuals, groups, and institutions in various
       contexts.
   5. App1y appropriate quantitative and qualitative methods from the natural sciences, social sciences, health sciences, humanities, mathematics, and fine
       arts to specific and interdisciplinary problems.
   6. Acquire skills and knowledge concerning physical, social and emotional well-being in order to make appropriate health decisions
   7. Evaluate a variety of ethical systems, including one's own, and their role in civic life and decision-making.
   8. Evaluate the interdependence of various groups in a global context.
   9. Acquire skills and knowledge to make informed aesthetic judgments about works of art.
   10. Comprehend the concepts and processes of the natural, physical and behavioral sciences and their role in decision-making.
   11. Locate, evaluate and apply information using appropriate technologies and resources.
General Education Outcome 1:
     Course       Core Prefix   Course specific learning      Means of Assessing                      Results of Assessment                        Evaluation and Changes Resulting from
   Addressing    and Number      outcomes that support          the Outcome                                                                                     Assessment
  the Outcome                    the general education
                                         outcome
  Capstone      PSYC 4999:      (5) Generalize research      Random Sampling of        Rubric was created (attached) and 3 members of the    Products of the 4999 were more amenable to the
  Course        Advanced        conclusions                  Written Products (e.g.,   department’s assessment committee evaluated a         assessment question and to the rubric. The same
                Research        appropriately based on       term papers, lab          random sample of 25% of papers. Results indicated     rubric will be used next year with a clearer attempt
                Methods         the parameters of            reports, critiques) or    that raters scored 4999 Advanced Research Methods     to have all 4999 courses produce a product for
                                particular research          poster presentation       Capstone Course as follows: 8.66/10 point scale       each student.
                                methods
                                (10) Develop sound,
                                integrated arguments
                                based on scientific
                                reasoning and empirical
                                evidence
  Capstone      PSYC 4960:      (5) Evaluate courses of      Random Sampling of        Rubric was created (attached) and 3 members of the    Products of the 4960 were less amenable to the
  Course        Internship      action that could            Written Products (e.g.,   department’s assessment committee evaluated a         assessment question and to the rubric. The same
                                produce more beneficial      term papers, lab          random sample of 25% of papers. Results indicated     rubric will be used next year and students will be
                                outcomes                     reports, critiques) or    that raters scored 4960: Internship Capstone Course   asked to address the specific learning outcome
                                (10) Sustain curiosity for   poster presentation       as follows: 6/10 point scale                          questions.
                                investigating complex,
                                behavioral questions
  Capstone      PSYC 4995:      (5) Design psychology        Random Sampling of        Rubric was created (attached) and 3 members of the    Products of the 4995 were less amenable to the
  Course        Service         projects to maximize         Written Products (e.g.,   department’s assessment committee evaluated a         assessment question and to the rubric. This course
                Learning        protection of human          term papers, lab          random sample of 25% of papers. Results indicated     will not be offered next year, but a Senior Seminar
                                dignity                      reports, critiques) or    that raters scored 4995: Service Learning Capstone    course will be offered instead with targeted
                                (10) Evaluate a personal     poster presentation       Course as follows: 6.42/10 point scale                learning outcomes and assessment.
                                plan for engagement
                                with respect to civic,
                                social, and global
                                responsibilities
   Course        Core Prefix     Course specific learning    Means of Assessing                     Results of Assessment                            Evaluation and Changes Resulting from
 Addressing     and Number       outcomes that support         the Outcome                                                                                        Assessment
the Outcome                       the general education
                                        outcome
General Education Outcome 2:
Core Course    PSYC 1101:        (5) Describe the basic      Embedded pre-          Embedded Questions:                                       The responses to the embedded questions are
               Introduction to   characteristics of the       post questions in      An average pre-post percentage change of +10.5            puzzling. The “prompt” used by the professor will
               Psychology        scientific method in         multiple choice        percent was achieved on 8 questions (attached) that       be examined to see if students had the impression
                                 psychology                   tests                  reflect our 8 required areas of assessment (statistics,   that these 8 questions were unimportant and thus
                                 (10) Discern difference     Random sampling        research, abnormal, developmental, learning,              students did not take the post test seriously. In
                                 between personal views       of Classroom           behavioral neuropsychology, social, & cognitive);         addition, the rubric will be edited by several faculty
                                 and scientific evidence      Assessment             Pre: N=327                                                to have it more clearly reflect an accurate
                                 in understanding             Techniques CATS        Post: N=203                                               assessment for the CATs used. Anecdotal evidence
                                 behavior                     (cf. Cross & Angelo)   There were mixed results among the questions with 4       suggested students did not fully understand the
                                                                                     of the questions demonstrating negative results from      CATs questions used (see attached) and thus some
                                                                                     pre to post test and 4 items showing positive results.    focus groups will be used in order to ensure that
                                                                                     A rubric was created (attached) and 3 members of          students clearly understand what they are being
                                                                                     the department’s assessment committee evaluated a         asked.
                                                                                     random sample of 25% of the CATS collected
                                                                                     (attached). Results indicated that there was range of
                                                                                     .59 to .75 interrater reliability with the 3 members of
                                                                                     the assessment committee. The overall rating of the
                                                                                     assessment committee members was 4.67/10 points.
Part III: Program Specific Outcomes: Psychology

      Knowledge Base of Psychology: Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings and historical
      trends in psychology.
      Research Methods in Psychology: Students will understand and apply basic research methods in psychology, including research design, data analysis, and
      interpretation.
      Critical Thinking Skills in Psychology: Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific
      approach to solve problems related to behavior and mental processes.
      Application of Psychology: Students will understand and apply psychological principles to personal, social, and organizational issues.
      Values in Psychology: Students will value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of
      psychology as a science.

Program Outcome: Three of the six major required courses that all psychology majors take.


    Course Addressing        Core Prefix         Course specific       Means of Assessing the        Results of Assessment             Evaluation and
      the Outcome            and Number        learning outcomes             Outcome                                                 Changes Resulting
                                                 that support the                                                                    from Assessment
                                                general education
                                                     outcome
  Course I:                 PSYC 3100:                                 Embedded pre-post                                 Mean      Neither embedded
                            Learning                                    questions in multiple          ETS Assessment     %         questions nor CATS were
                            Memory &                                    choice tests OR                Indicator Title    Correct   used in PSYC 3100 during
                            Motivation                                 Random sampling of             Memory and                   Spring Semester while the
                                                                        Classroom Assessment           Thinking           61        ETS score was above 50%.
  Course II                 PSYC 3300:                                  Techniques (cf. Cross &         Pre ?                 0.4   Embedded questions in
                            Behavioral                                  Angelo) AND                     Post ?                2.9   PSYC 3300 demonstrated
                            Neuroscience                               Scores on standardized          % Change            +6.25   a 6.25% increase from pre
                                               Differentiate how                                        ETS               Mean      to post test and a
                                                                        assessments ETS:
                                               each subfield to                                         Assessment        %         relatively lower mean
                                                                        Major Field Test above
                                               address specific                                         Indicator Title   Correct   percentage of ETS
                                                                        50th percentile on related
                                               research areas                                           Sensory and                 questions answered
                                                                        subscores.
                                               and/or assist in                                         Physiology        41        correctly
  Course III                PSYC 3500:         addressing specific                                     Incorrect                    Students in PSYC 3500
                            Social             behavioral concerns                                     Responses             %      scored relatively high on
                            Psychology                                                                 Pre to:            Change    the ETS exam and
                                                                                                       Post 1             -67.4%    maintained fewer
                                                                                                                                    incorrect answers on
                                                                                                       Post 2             -66.1%
                                                                                                                                    embedded questions
                                                                                                                          Mean
                                                                                                                                    given pre- and at 2 post
                                                                                                       ETS Assessment     %
                                                                                                                                    assessments.
                                                                                                       Indicator Title    Correct
                                                                                                       Social             70
PSYCHOLOGY Assessment Rubric Spring 2009
       Course               Course specific learning outcomes that                         BASIC                               DEVELOPING                                     ADVANCED
      Spring 09            support the general education outcome                         0–1–2-3                                4–5–6 -7                                        8 – 9 – 10
PSYC 4999: Advanced     Generalize research conclusions appropriately     Describes the basic characteristics of   Analyzes how primary behavioral             Designs research that adheres to the
Research Methods        based on the parameters of particular             the scientific method in psychology      research adheres to scientific principles   principles of scientific method
                        research methods
PSYC 4999: Advanced     Develop sound, integrated arguments based         Presents a basic argument based          Presents reasonable arguments based         Delivers exemplary sound, integrated
Research Methods        on scientific reasoning and empirical evidence    partly on scientific reasoning and       on scientific reasoning and empirical       arguments based on scientific
                                                                          empirical evidence                       evidence                                    reasoning and empirical evidence

PSYC 4960: Internship   Evaluate courses of action that could produce     Demonstrates basic knowledge of          Demonstrates moderate knowledge of          Demonstrates exemplary knowledge of
                        more beneficial outcomes                          courses of action that could produce     courses of action that could produce        courses of action that could produce
                                                                          more beneficial outcomes                 more beneficial outcomes                    more beneficial outcomes
PSYC 4960: Internship   Sustain curiosity for investigating complex,      Presents basic evidence of curiosity     Presents moderate evidence of curiosity     Presents exemplary evidence of
                        behavioral questions                              for investigating complex, behavioral    for investigating complex, behavioral       curiosity for investigating complex,
                                                                          questions                                questions                                   behavioral questions
PSYC 4995: Service      Design psychology projects to maximize            Presents basic evidence of a             Presents moderate amount evidence of        Presents exemplary evidence of a
Learning                protection of human dignity                       psychology project to maximize           a psychology project to maximize            psychology project to maximize
                                                                          protection of human dignity              protection of human dignity                 protection of human dignity
PSYC 4995: Service      Evaluate a personal plan for engagement with      Presents a basic personal plan for       Presents a developing personal plan for     Presents an exemplary personal plan
Learning                respect to civic, social, and global              engagement with respect to civic,        engagement with respect to civic,           for engagement with respect to civic,
                        responsibilities                                  social, and global responsibilities      social, and global responsibilities         social, and global responsibilities

PSYC 1101:              Describe the basic characteristics of the         Provides basic understanding of          Provides a moderate understanding of        Shows exceptional understanding of
Introduction to         scientific method in psychology                   principles of research methods           principles of research methods              research methods
Psychology
PSYC 1101:              Discern difference between personal views         Demonstrates a basic understanding       Demonstrates a moderate                     Demonstrates an exemplary
Introduction to         and scientific evidence in understanding          of the difference between their own      understanding of the difference             understanding of the difference
Psychology              behavior                                          view and scientific evidence             between their own view and scientific       between their own view and scientific
                                                                                                                   evidence                                    evidence
PSYC 3100: Learning     Differentiate how learning memory &
Memory & Motivation     motivation addresses specific research areas
                        and/or assist in addressing specific behavioral
                        concerns
PSYC 3300: Behavioral   Differentiate how behavioral neuroscience
Neuroscience            addresses specific research areas and/or assist
                        in addressing specific behavioral concerns
PSYC 3500: Social       Differentiate how social psychology addresses
Psychology              specific research areas and/or assist in
                        addressing specific behavioral concerns
                                          Psychology 1101 Classroom Assessment Techniques (CATs) Spring 2009
Minute Paper
Leave your name off the paper.
With 5+ minutes left in class, ask students to respond the following question:
"What was the most important thing you know about the basic characteristics of the scientific method in psychology that you have learned during this
semester in this class?"
Write your response on the back of this page and hand it in without your name on it.




One-Sentence Summary
Leave your name off the paper.
With 5+ minutes left in class, ask students to respond the following assignment:
Write down some words or phrases on the back of this sheet that come to mind when you think about the following
“How do you determine the difference between your personal views and scientific evidence in understanding human behavior.”
Summarize your brainstormed thoughts into a one sentence response on the back of this page and hand it in without your name on it.
PSYCHOLOGY 1101 Pre-Post embedded questions and results – Spring 2009

Summary of Percent Change


                             Percent Change
  -40.0      -30.0   -20.0   -10.0         0.0    10.0   20.0   30.0      40.0

                              pre-post 1
                               -5.2

                     -16.1   pre-post q2

                             pre-post q3          5.8

                             pre-post q4                           30.1

     -32.9                   pre-post q5

                     -15.4   pre-post q6

                             pre-post q7         4.7

                             pre-post q8           6.8



pre-post 1 (STATISTICS): Which of the following statements is correct concerning correlation coefficients?
1. A correlation of +.89 is strong and .89 is weak.
2. A correlation of +.89 and .89 are both strong and equally so.
3. Correlation coefficients are indicators of cause and effect.
4. A correlation of +1.5 is very strong
                                  pre-post 1
                  46.0     48.0            50.0          52.0          54.0    56.0




  Pre % Correct




 Post % Correct




pre-post q2 (RESEARCH METHODS): Adaris has always been drawn to the saying "Absence makes the heart grow fonder," and she decides to incorporate this
saying into her research project. Adaris is trying to define absence in a way that can be empirically tested. She is attempting to find an appropriate ________.
 1. hypothesis
 2. operational definition
 3. double-blind study
 4. theory

                                  pre-post q2
                  0.0    10.0       20.0          30.0          40.0    50.0   60.0




  Pre % Correct




 Post % Correct




pre-post q3 (LEARNING): Under what circumstances will a reinforcer make the target response more likely to occur again?
1. if it is a primary reinforcer
2. if it is a positive reinforcer
3. if it is a negative reinforcer
4. regardless of whether it is a positive or negative reinforcer, a reinforcer makes a response more likely to occur.


                               pre-post q3
                  0.0   5.0    10.0     15.0          20.0     25.0    30.0   35.0




  Pre % Correct




 Post % Correct




pre-post q4 (ABNORMAL): When a psychologist or psychiatrist is using the DSM-IV-TR as a guide to evaluating a client, he or she would assess the client on each
of five ________.
 1. axes
 2. stages
 3. phases
 4. steps

                               pre-post q4
                  0.0   10.0     20.0          30.0          40.0     50.0    60.0




  Pre % Correct




 Post % Correct
pre-post q5 (BEHAVIORAL NEUROSCIENCE): As Molly is walking across campus, a car swerves toward her. Her heart races and sweat breaks out as she jumps
out of harm's way. This mobilization of energy is due to the action of Molly's ________.
 1. somatic nervous system
 2. skeletal nervous system
 3. parasympathetic nervous system
 4. sympathetic nervous system


                               pre-post q5
                  0.0   10.0   20.0   30.0   40.0    50.0    60.0   70.0




  Pre % Correct




 Post % Correct




pre-post q6 (COGNITIVE): Agatha Harkness-Smythe is determined to ban guns in the United States. This is a controversial topic and social scientists have debated
whether the ownership of guns by citizens increases or decreases crime. Agatha could go to the library and look up studies on the linkage between guns and crime rates.
Instead, Agatha just reads the local newspaper and only cuts out articles about robberies in which the "bad guy" used a firearm. Agatha is demonstrating ________.
 1. mental set
 2. confirmation bias
 3. stereotype threat
 4. mindlessness
                                  pre-post q6
                  0.0     10.0     20.0      30.0          40.0      50.0     60.0    70.0




  Pre % Correct




 Post % Correct




pre-post q7 (SOCIAL): Which statement is the best explanation of the fundamental attribution error?
1. We attribute most of what people do to the influence of situations.
2. We rely on the first information we receive to make internal attributions.
3. We are more likely to attribute another's behavior to internal rather than to situational causes.
4. We tend to attribute our successes to our own efforts and failures to the shortcomings of others.


                                  pre-post q7
                  32.0   33.0    34.0     35.0      36.0      37.0     38.0    39.0   40.0




  Pre % Correct




 Post % Correct




pre-post q8 (DEVELOPMENTAL):Which of the following illustrates Vygotsky's concept of scaffolding?
1. Several children work together to overcome an obstacle they could not conquer individually.
2. A teacher works one-on-one with a student and then begins to withdraw help as the student becomes more skilled.
3. Learning in one area, such as language, tends to reinforce learning that occurs in other areas, such as mathematics.
4. Physical interaction with the environment is a key to learning, so teachers require students to run and play a great deal.


                                pre-post q8
                  30.0   32.0   34.0   36.0   38.0    40.0    42.0     44.0




  Pre % Correct




 Post % Correct

				
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