Presentation on theme: "Assessment Report Department of Psychology School of Science & Mathematics D. Abwender, Chair J. Witnauer, Assessment Coordinator Spring, 2013."— Presentation transcript:
Assessment Report Department of Psychology School of Science & Mathematics D. Abwender, Chair J. Witnauer, Assessment Coordinator Spring, 2013
What was Assessed Student Learning Outcomes SLO 1.Students will analyze the neurophysiological, neurochemical, and neuroanatomical processes that cause sensation, perception, thought, or action. SLO 2. Students will apply theories and empirical principles to information processing in human or non-human animals. SLO 3. Students will describe normal human behavior as a function of factors ranging from the level of the individual to larger sociocultural forces. SLO 4. Students will apply major concepts, theoretical perspectives, and empirical findings to human cognitive and social development. SLO 5. Students will apply major concepts, theoretical perspectives, and empirical findings to psychological disorders and their treatment. SLO 6. Students will describe and apply basic research methods in psychology, including research design, data analysis, and interpretation of results. SLO 7. Students will employ critical thinking to answer questions in psychology. SLO 8. Students will apply psychological principles to practical problems in the field of psychology. SLO 9. Students will evaluate ethical issues relevant to empirical research and/or practice in the field of psychology. SLO 10. Students will communicate effectively in writing using logical or empirically based arguments to support their claims.
Assessment Methodology PSH 110 (Intro): Students read 6 research scenarios and identified the type of research design and the independent/dependent variable (if experimental) or type of correlation (if correlational) on Exam 1 Benchmark: 80% of students will score 80% or better PSH 202 (Stats): 12 multiple choice questions on final exam Benchmark: 70% of students will score 70% or better PSH 301 (Research Methods): 22 multiple choice questions on unit exams throughout semester Benchmark: 70% of students will score 70% or better
Assessment Results PSH 110 (n=224): 66% of students met or exceeded the criterion PSH 202 (n=87): 41% of students met or exceeded the criterion PSH 301 (n=94): 88% of students met or exceeded the criterion
Lessons Learned PSH 110: Students had more difficulty with experimental than correlational design (e.g., defining a variable, identifying the dependent variable). PSH 202: Performance was poor (less than 50% answering correctly) on… - items that required students to select, perform, and interpret the results of inferential statistics - items that required them to distinguish between practical and statistical significance PSH 301: Of the four assessment items that students struggled most with, three might have been psychometrically unsound. The fourth appears to indicate that students’ understanding of reliability and validity could stand improvement.
Action Plan/Data Driven Decision: PSH 110: Administer an assignment (“Experimental Design Writing Assignment”) prior to the exam; this will provide extra practice and feedback to students before they are tested on these concepts. PSH 202: Spend more time on selecting the proper statistic, along with assigning a problem set asking students to choose among the following: single sample t-test, related samples t-test, independent samples t-test, z-test, and ANOVA. Demonstrate the effect of increasing sample size on the statistics obtained from a particular analysis. Development of a required lab for the course. PSH 301: Develop a new lab assignment on the various forms of validity.
What resources were applied or are needed to close the loop PSH 202 (Statistics) to have a lab component added Labs to be staffed with help of Graduate Assistants PSH currently has three (3) GAs and will need to retain them
What was Assessed in the Graduate Program Student Learning Outcomes SLO 1 Analyze biological bases of behavior SLO 2 Analyze acquired or learned bases of behavior SLO 3 Analyze social/cultural/systemic bases of behavior SLO 4 Analyze individual or unique bases of behavior SLO 5 Critique and apply principles of research methodology SLO 6 Apply psychological principles and theories to practical problems in the field of psychology SLO 7a Synthesize clinical coursework and apply it outside of the classroom SLO 7b Produce a substantive research paper describing data that elucidates a psychological topic SLO 8 Apply ethical and professional standards to relevant research and/or clinical situations. SLO 9 Explain the role of social and cultural diversity in human characteristics, experiences, and behavior. SLO 10 Select and administer appropriate assessment and intervention techniques
Assessment Methodology PSH 631 (Social): Essay questions on exams; papers Benchmark: 90% of students will score 90% or better PSH 684 (Developmental): 6 exam essay questions; 1 paper assignment Benchmark: 90% of students will score 90% or better
Assessment Results PSH 631 (Social; n = 7): 29% of students reached criterion PSH 684 (Developmental; n = 5): 40% of students reached criterion
Lessons Learned PSH 631: Students nearly met the benchmark for analyzing research on the self, and for outlining processes of social perception and attribution, than they did for analyzing issues like prosocial behavior and aggression. PSH 684: Students came closer to meeting the benchmark for describing and applying major principles of social development than they did for explaining the influences of and interactions among the family on children’s development. ______________________________________________________ ____________________________________________ A common theme emerged in our qualitative review: Much of the variance in student performance could likely be tied less to the target SLO per se and more to individual differences in: (1)capacity to integrate ideas across disparate topic areas (2)skills at analyzing research studies (3)ability to express the results of their analyses effectively in writing
Action Plan/Data Driven Decision: Assessment data are compromised to the extent that they are influenced by construct-irrelevant variance. In both courses, we will try to minimize this variance by: I. Sharing a version of the writing guide that is being developed for our undergraduate students, on the premise that clearer writing will better allow them to show the desired learning outcomes. II. Developing early-semester assignments (with constructive feedback) that deal with (1) critiquing research on social/cultural/systemic bases of behavior and (2) integrating content across different course topics. If students can become uniformly stronger at these abilities, then it seems probable that we will see improvement in both 1. the validity of our assessment procedures for this SLO and 2. student performance.
What resources were applied or are needed to close the loop Spare time