Assessing Undergraduate Learning in Psychology

Susan A. Nolan, PhD, is a psychology professor at Seton Hall University, New Jersey. She has taught numerous courses, including Abnormal Psychology, International Psychology, Introduction to Psychology, and Statistics. She has also coauthored several statistics and introduction to psychology textbooks. Dr. Nolan served as a United Nations representative for the American Psychological Association and researched international psychology education in Bosnia and Herzegovina as a U.S. Fulbright Scholar. She also studies the education and careers of women and men in science, technology, engineering, and mathematics (STEM) fields. Susan Nolan lives in Jersey City, New Jersey. Follow susan_a_nolan on Twitter.Christopher M. Hakala, PhD, is a psychology professor and the director of the Center for Excellence in Teaching, Learning, and Scholarship at Springfield College, Massachusetts. His research has focused on reading comprehension, teaching and learning, effective faculty development and assessment, and best practices in the classroom. Dr. Hakala has been invited to present at many conferences around the country as well as dozens of colleges and universities on topics ranging from reading narrative text to managing large classes and engaging students in ways that maximize their learning. He lives in Wilbraham, Massachusetts. Follow chakala5 and CenterTeaching on Twitter.R. Eric Landrum, PhD, is a professor and chair of the Department of Psychological Science at Boise State University, Idaho. He teaches courses including Introductory General Psychology, Introduction to the Psychology Major, Statistical Methods, Research Methods, and Psychological Measurements. Dr. Landrum amp rsquo s research interests center on educational issues and facilitating student success. He is the author of Undergraduate Writing in Psychology (3rd ed.) (2 2 ) and has won multiple teaching awards, including the American Psychological Foundation amp rsquo s Charles L. Brewer Distinguished Teaching of Psychology award in 2 9. Eric Landrum lives in Meridian, Idaho. Visit https://ericlandrum.com/ and follow ericlandrum on Twitter.

• ContributorsIntroduction: Assessment Assessment Everywhere-And What Are We to Think?Susan A. Nolan, Christopher M. Hakala, and R. Eric LandrumPart I. Institutional ApproachesChapter . Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative ModelRegan A. R. GurungChapter 2. A Framework for Setting Educational PrioritiesMelissa BeersChapter 3. The Sound and Fury of Academic Program Reviews: What They Reveal about Assessment and AccountabilityJane S. Halonen and Dana S. DunnChapter 4. Replacing the Term Formative Assessment: A Modest ProposalRob McEntarfferChapter 5. How to Create a Culture of AssessmentJason S. Todd and Elizabeth Yost HammerChapter . Overcoming Obstacles That Stop Student Learning: The Bottleneck Model of Structural ReformClaudia J. StannyChapter 7. Backward Design, the Science of Learning, and the Assessment of Student LearningCatherine E. Overson and Victor A. BenassiPart II. Individual ApproachesChapter 8. Assessment as a Pedagogical Science: A Stealthy Approach to Studying Effective TeachingBridgette Martin HardChapter 9. Evidence-Based Teaching and Course Design: Using Data to Develop, Implement, and Refine University CoursesDanae L. HudsonChapter . A Taxonomy for Assessing Educational Change in PsychologyRaymond J. ShawChapter . Using Formative Self-Assessment to Improve Teaching and Learning in Educational Psychology CoursesEva Seifried and Birgit SpinathPart III. International ApproachesChapter 2. Assessing Learning Outcomes in Undergraduate Psychology Education: Lessons Learned From Five CountriesJacquelyn Cranney, Julie A. Hulme, Julia Suleeman, Remo Job, and Dana S. DunnChapter 3. Applying the Assessment Design Decisions Framework InternationallyJacquelyn Cranney, Dana S. Dunn, and Suzanne C. BakerChapter 4. Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of CLA+ InternationalDoris Zahner, Dirk Van Damme, Roger Benjamin, and Jonathan LehrfeldChapter 5. Interdisciplinary Innovations in Formative and Summative Assessment: The Beliefs, Events, and Values Inventory VALUE Rubrics and the Cultural Controllability ScaleKris Acheson, Ashley Finley, Louis Hickman, Lee Sternberger, and Craig ShealyAfterword: What amp rsquo s Next?Susan A. Nolan, Christopher M. Hakala, and R. Eric LandrumIndexAbout the Editors