Department Assessment Plan
1999-2001
Department:
PsychologyAssessment Coordinator: Linda Reinhardt, UW-Rock County
Courses assessed in the 1997-1999 cycle:
1) Course Title: Psychology 201/202, Introductory Psychology
Breadth of knowledge (content) outcomes
1) Understand the basic concepts of experimental and correlational methods.
2) Understand the basic procedures for classical and operant conditioning.
3) Develop basic understanding of the major theoretical perspectives in psychology (cognitive, behavioral, biological, psychodynamic, and humanistic) and how these perspectives approach personality, psychological dysfunction, and psychotherapy
Assigned proficiencies
Clear and logical thinking:
1) Analyze, synthesize, evaluate and interpret information and ideas.
Effective communication:
2) Read and listen with comprehension and critical perception.
3) Recognize fallacies and inconsistencies.
4) Develop a large and varied vocabulary
Department specific proficiencies (if any)
None
2) Course Title: Psychology 360, Psychology of Childhood and Adolescence
Breadth of knowledge (content) outcomes
1) Understand the quasi-experimental research designs used by developmental psychologists (e.g., cross-sectional, longitudinal, sequential).
2) Understand the major theories of development, including theories of social, cognitive, and language development.
3) Understand the nature/nurture controversy and how it applies to different types of development
Assigned proficiencies
Institutional proficiencies assigned:
Clear and logical thinking:
1) Analyze, synthesize, evaluate and interpret information and ideas.
2) Distinguish knowledge, values, beliefs, and opinions.
3) Evaluate situations of social responsibility.
Effective communication:
4) Read and listen with comprehension and critical perception.
5) Develop a large and varied vocabulary
Department specific proficiencies (if any)
None
Courses to be assessed in the 1999-2001 cycle:
Credits: PSY 201 - 4 credits; PSY 202 3 credits
Description: Survey of major content areas in psychology. Topics include research methodology, learning, memory, cognition, biological psychology, sensation, perception, motivation, emotion, development, personality, psychopathology and social psychology.
Degree Designations: SS
Breadth of knowledge (content) outcomes:
1) Understand the basic concepts of experimental and correlational methods.
2) Understand the basic procedures for classical and operant conditioning.
3) Develop basic understanding of the major theoretical perspectives in psychology (cognitive, behavioral, biological, psychodynamic, and humanistic) and how these perspectives approach personality, psychological dysfunction, and psychotherapy
Assigned proficiencies
Clear and logical thinking:
1) Analyze, synthesize, evaluate and interpret information and ideas.
Effective communication:
2) Read and listen with comprehension and critical perception.
3) Recognize fallacies and inconsistencies.
4) Develop a large and varied vocabulary
Department specific proficiencies (if any)
None
Assessment Methods
List the assessment methods that will be used and which of the above
outcomes the method(s) will address.
1) Develop a T/F pretest-posttest with 4-5 items to assess each of the breadth of knowledge outcomes. These items will also assess proficiency outcomes 1,2, 3, and 4.
2) Develop 1-2 essay questions that will be administered at the end of the semester to assess students' breadth of knowledge and proficiencies. A department committee will rate these essays on a three-point scale: 0, Does not meet expectations; 1, Meets expectations; 2, Exceeds expectations. While these essays may be used to assess students' breadth of knowledge, we will use them primarily as our measure of proficiency outcomes 1, 2, and 4.
2) Course Title: Psychology 360, Psychology of Childhood and Adolescence
Credits: 3
Description: A survey of human development theories and research. Topics include the biological, cognitive, emotional and social development of the individual from the prenatal period through adolescence
Degree Designations: SS
Breadth of knowledge (content) outcomes:
1) Understand the quasi-experimental research designs used by developmental psychologists (e.g., cross-sectional, longitudinal, sequential).
2) Understand the major theories of development, including theories of social, cognitive, and language development.
3) Understand the nature/nurture controversy and how it applies to different types of development
Assigned proficiencies
Institutional proficiencies assigned:
Clear and logical thinking:
1) Analyze, synthesize, evaluate and interpret information and ideas.
2) Distinguish knowledge, values, beliefs, and opinions.
3) Evaluate situations of social responsibility.
Effective communication:
4) Read and listen with comprehension and critical perception.
5) Develop a large and varied vocabulary
Department specific proficiencies (if any)
None
Assessment Methods
List the assessment methods that will be used and which of the above
outcomes the method(s) will address.
1) Develop a T/F pretest-posttest with 4-5 items to assess each of the breadth of knowledge outcomes, and will contain items that will assess proficiency outcomes 1, 2, 4, and 5.
2) Develop 1-2 essay questions that will be administered at the end of the semester to assess students' breadth of knowledge and proficiencies. A department committee will rate these essays on a three-point scale: 0, Does not meet expectations; 1, Meets expectations; 2, Exceeds expectations. While these essays may be used to assess students' breadth of knowledge, we will use them primarily as our measure of proficiency outcomes 1, 3, 4, and 5.