This book shows how to develop assessments that undergraduate psychology faculty and administrators can use when designing pedagogies, courses, and curricula around student learning goals, including those identified by APA's Guidelines for the Undergraduate Psychology Major. The contributors are veteran educators who offer expert advice for addressing assessment-driven pressures from individual and institutional stakeholders. They also discuss international pressures as education programs around the world become more interconnected, which requires global cooperation and harmonization. Using illustrative case examples, the authors provide strategies for assessing students' learning, developing institutional assessment plans, and building bridges across institutions and international borders. In addition, they highlight the limitations of assessment, encouraging flexibility in determining what to assess and how to act on and communicate the resulting data. They encourage active, thoughtful engagement to improve student learning, and ensure that today's students are ready to compete in the global economy.
Contributors Introduction: Assessment Assessment Everywhere-And What Are We To Think?, by Susan A. Nolan, Chris Hakala, and R. Eric Landrum Part I. Individual Approaches Chapter 1. Evidence-Based Teaching: Using Data to Develop, Implement, and Refine University Courses, by Danae L. Hudson Chapter 2. Assessment as Pedagogical Science: A Stealthy Approach to Studying Effective Teaching, by Bridgette Martin Hard Chapter 3. Using Formative (Self-)Assessment to Improve Teaching and Learning in Educational Psychology Courses, by Eva Seifried and Birgit Spinath Chapter 4. What I Really Want to Know: Assessing Change that Matters in Psychology, by Raymond J. Shaw Part II. Institutional Approach Chapter 5. Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative Model, by Regan A. R. Gurung Chapter 6. Priorities in Practice: Assessment in an Instructional Team, by Melissa Beers Chapter 7. Sound and Fury: What Academic Program Reviews Reveal about Assessment and Accountability, by Jane Halonen and Dana Dunn Chapter 8. Formative Assessment: A Modest Proposal, by Rob McEntarffer Chapter 9. The A-Word: The Role of Faculty Developers in Assessment, by Jason S. Todd and Elizabeth Yost Hammer Chapter 10. Making the Most of Assessment: Using Assessment Processes and Findings to Improve Curriculum and Teaching, by Claudia Stanny Chapter 11. Backward Design, Science of Learning, and Assessment of Student Learning, by Catherine E. Overson and Victor A. Benassi Part III. International Approaches Chapter 12. Interdisciplinary Innovations in Formative and Summative Assessment: Beliefs, Events, and Values Inventory (BEVI), VALUE Rubrics, and Cultural Controllability Scale (CCS), by Kris Acheson, Ashley Finley, Louis Hickman, Lee Sternberger, and Craig Shealy Chapter 13. Undergraduate Psychology Education and Assessment: International Perspectives, by Jacquelyn Cranney, Julie Hulme, Julia Suleeman, Remo Job, and Dana Dunn Chapter 14. An International Perspective on Assessment Practice: Potential Lessons for Undergraduate Psychology Education, by Jacquelyn Cranney, Dana S. Dunn, and Suzanne C. Baker Chapter 15. Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of CLA International, by Doris Zahner, Dirk Van Damme, Roger Benjamin, and Jonathan Lehrfeld Index About the Editors
