Assessing Teaching and Learning in Psychology: Current and Future Perspectives, 1st Edition
- Dana Dunn
- ISBN-10: 1133049818
- ISBN-13: 9781133049814
- 272 Pages | Paperback
- COPYRIGHT: 2013 Published
ASSESSING TEACHING AND LEARNING IN PSYCHOLOGY: CURRENT AND FUTURE PERSPECTIVES is designed to be a helpful response to the assessment needs of psychology teachers, department heads, and program administrators in 2-year and 4-year institutions--one that builds on the momentum found in the wider assessment movement. Chapters of this professional reference explore assessment options and opportunities at all levels in the undergraduate psychology curriculum, offering practical guidance to educators who want to improve teaching and learning through assessment practices. Readers learn about pragmatic practices for designing and implementing assessments of student performance within introductory, intermediate, and advanced (including capstone) courses, and about how assessment can inform the internal and external evaluation of a psychology department or program. Department chairs acquire practical advice about how best to work with reluctant faculty members so that assessment practices can become normative rather than marginalized within the classroom. In addition to learning how assessment can inform the quality of their teaching, faculty members can use assessment concepts and tools found in the book to properly interpret--and advocate for--the appropriate use of students' evaluations of teaching effectiveness.
1. An Overview of Assessment: Demonstrating Teaching and Learning--Dana S. Dunn, Suzanne C. Baker, Chandra M. Mehrotra, R. Eric Landrum, and Maureen A. McCarthy.
Part I: ASSESSMENT IN THE CLASSROOM: EXAMINING STUDENT LEARNING OUTCOMES.
2. Assessment Practices for Undergraduate Psychology: A Model-View Perspective--R. Eric Landrum and Maureen A. McCarthy.
3. Authentic Assessment in Psychology: Using Rubrics and Embedded Assessments to Improve Student Learning--Claudia J. Stanny and Joan D. Duer.
4, Embedding Assessments into College-Level Psychology Courses--Kevin J. Apple.
5. Using Single Diagnostic Items to Assess the Impact of Classroom Demonstrations- Rob McEntarffer.
6. Grading as Assessment of Teaching and Learning: Issues and Opportunities--Bryan K. Saville.
7. Integrating Public Speaking into Psychology Classes: A Framework and Rubric for Assessing Skills--Dana S. Dunn, Suzanne C. Baker, Maureen A. McCarthy, Jane S. Halonen, and Alissa Lastres.
Part II: ASSESSMENT AND PSYCHOLOGICAL LITERACY.
8. Developing and Assessing Skills of Psychological Literacy and Critical Thinking in Our Students--Heather A. Butler and Diane F. Halpern.
9. Assessing Psychological Literacy--Jacquelyn Cranney, Sue Morris, Annette Krochmalik, and Lorayne Botwood.
Part III: ASSESSMENT ISSUES FOR PSYCHOLOGY FACULTY AND PROGRAMS.
10. Working with Assessment Resistant/Impaired Faculty--Randolph A. Smith.
11. Using AAC&U Rubrics to Assess Introductory Psychology's Contribution to General Education--Richard L. Miller, B. Jean Mandernach, and Jeanne M. Butler.
12. Contributing Psychological Expertise to Institutional Outcomes Assessment Initiatives--Thomas P. Pusateri.
13. All Assessment Is Local: Planning and Executing a Self-Study Using Quality Benchmarks--Dana S. Dunn, Suzanne C. Baker, Jane S. Halonen, and Maureen A. McCarthy.
Part IV: ASSESSMENT: BROAD PERSPECTIVES FOR PSYCHOLOGY EDUCATION.
14. Assessment and the Scholarship of Teaching and Learning--Regan A. R. Gurung and R. Eric Landrum.
15. The Bologna Process, Education, and Assessment in Psychology--Ingrid Lunt and José María Peiró.
16. Advancing Ethically Sound Principles: Engaging in Pedagogically Sound Assessment--Maureen A. McCarthy, Dana S. Dunn, Suzanne C. Baker, and Jane S. Halonen.
About the Editors.