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Psychology teachers and administrators in high school through graduate programs are repeatedly challenged by parents, politicians, and school reformers to provide solid evidence that their instruction is both effective and demonstrative. This practical volume addresses that challenge head on, by providing the most up-to-date thinking and concrete practices of experienced scientist-educators. Using the information provided in this volume, educators will be able to demonstrate learning, track and measure student achievement, and gauge quality of instruction.

Tabla de contenidos provista por Syndetics

• Contributors(p. xi)
• Foreword(p. xiii)
• Preface(p. xv)
• I. Overview of Assessment Challenges and Practices(p. 1)
• An Introduction to Assessment Challenges and Practices for Psychology(p. 3)
• Chapter 1. Outcomes Assessment 101(p. 11)
• II. Models for Departmental Assessment and Evaluation(p. 27)
• Chapter 2. Seven Goals for Effective Program Assessment(p. 29)
• Chapter 3. Learning Outcomes Assessment of the Undergraduate Psychology Major: A Model in Progress(p. 47)
• Chapter 4. Designing and Implementing Psychology Program Reviews(p. 65)
• Chapter 5. The Psychology Chair Portfolio(p. 91)
• III. Best Practices in Assessment(p. 109)
• Chapter 6. The CAPS Model: Assessing Psychology Performance Using the Theory of Successful Intelligence(p. 111)
• Chapter 7. Course Assessment: Developing and Assessing Assessable Objectives by Using an Integrative Assessment Model(p. 125)
• Chapter 8. Developing Scientific Inquiry Skills in Psychology: Using Authentic Assessment Strategies(p. 141)
• Chapter 9. Empowering Psychology Students Through Self-Assessment(p. 171)
• Chapter 10. Using Student Portfolios to Assess Program Learning Outcomes(p. 187)
• Chapter 11. Assessing Student Learning Using a Local Comprehensive Exam: Insights From Eastern Illinois University(p. 209)
• Chapter 12. Assessing Distance-Learning Students and Courses(p. 225)
• Chapter 13. Service Learning, Resilience, and Community: The Challenges of Authentic Assessment(p. 243)
• IV. Assessing Assessment in Psychology(p. 257)
• Chapter 14. Liberal ARts, Diverse Lives, and Assessing Psychology(p. 259)
• Author Index(p. 277)
• Subject Index(p. 283)
• About the Editors(p. 291)

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CHOICE Review

This reviewer must agree with a comment in the foreword to this volume: it is an "extraordinary and innovative book showcasing best practices in assessment in psychology education." Dunn, Mehrotra, and Halonen (Moravian College, College of St. Scholastica, and Univ. of West Florida, respectively) present the work of 36 contributors in 14 chapters organized in four sections: overview, models for departmental assessment and evaluation, best practices (more than half the book), and overall evaluation. The first of its kind, this book goes to the root of the issue in "assessing outcomes, measuring achievement, and promoting quality instruction." It notes that the discipline of psychology has not incorporated into its own practices the competencies and outcomes that are fundamental to its teaching and coursework. Skill and knowledge acquisition, rather than courses completed, provides a fundamental focus. Both student self-assessment and faculty assessment are required, as is balance between assessing teaching and assessing learning. Future development will see the expansion of interdisciplinary courses and programs and the eventual elimination of academic departments. This book needs to be on the desk of every instructor--regardless of field, level, or institution--not just those who teach psychology. ^BSumming Up: Essential. All collections; all levels. D. Sydiaha emeritus, University of Saskatchewan