Interim Assessment Report Summary Sheet for 1999-2000

September 15, 2000

(complete one form for each course assessed)

NOTE: Please attach as an appendix relevant supporting information used to complete the Interim Assessment Report Summary Sheet, for archival purposes.

Section 1: General information

1. Course information

Department	Psychology
Assessment Coordinator	Linda Reinhardt
Course title	Psychology of Childhood and Adolescence
Course number	PSY 360
Number of credits	3

2. Department participation

Number of campuses on which the course is taught during the year * (for example, on 12 campuses in Fall plus on 6 in Spring = 18)	14
Number of campuses participating in the assessment during the year	6 (5 F + 1 S) +1 250
Total number of instructors teaching the course *	14
Number of instructors assessing the course	5 + 1
Total number of course (lecture) sections offered*	15
Number of course sections assessed	6 + 1 PSY250
Total number of students enrolled in the course from final grade report*	224
Number of students participating in the assessment	128 (including PSY 250)

*This data may be requested from your department chair

Comments:

I have not yet received the *’d information from the department chair, but will send it to the committee when it becomes available.

One instructor is teaching PSY 250, Lifespan Developmental Psychology. I have included the data from that class in this report.

Section 2: Changes made based on 1997-99 results

1. Procedural changes made after the 1997-99 cycle, either proposed in the Department's 1997-99 Final Assessment Report or made in the 1999-01 Department Plan.

for courses continuing to be assessed from 97-99, a change in…

____ breadth of knowledge outcomes or proficiencies assigned to courses

__X_ assessment methods

other changes

____ change in course(s) assessed

__X_ data collection methods

____ reporting

Please explain the changes made.

Department members were not satisfied that the methods we used for assessment in 1997-99 were very useful to us because few members participated and we were not satisfied that the methods we used really assessed students’ learning.

In an effort to improve our assessment exercise on both points we changed the objective questions we used to assess breadth of knowledge, and we developed an essay question that we thought would enable us to assess the students’ proficiencies.

Both types of assessment items were given to students on the last day of class or on the final exam.

2. Changes in the instructional process since the 1997-99 cycle, either proposed in the Final Report or included in the Department Plan.

Department members share proven and/or promising exercises and supplemental instructional materials. They have also developed and shared additional classroom exercises and examples that specifically target those content areas and proficiencies where are students appear to be having difficulty.

3. Is there followup evidence to indicate that the instructional changes in 2) above improved student learning?

This is difficult for us to evaluate since we are still working on producing reliable and valid assessment instruments. It is certainly something that we all work toward.

Section 3: Breadth of Knowledge (Content) Outcomes, results 1 to 4

1. Please list the breadth of knowledge (content) outcomes assessed:

Number	Outcome
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
4

(use the next page for outcomes 5-8, if needed)

2. How frequently were each of the following assessment methods used? Put the number of times each method was used in the boxes provided. If you do not have this information by individual outcome, use the first column only.

Not separated by outcome: Outcome number:

Method	1	2	3	4
Pre and post test (all instructors used the same test)	3	3	3
Pre and post test (instructors used individual tests)
Post test only	4	4	4
Written test/ final exam questions (other than pre/ post test)
in which all instructors used the same questions
in which instructors selected from a common pool
in which instructors created their own questions
Oral test /exam questions (excluding pre or post test)
Performance activity (speech, acting, playing instrument)
Lab reports
Homework problems
Portfolio contribution
Essay or critique
Research paper
Other (please elaborate below)

3. Results in numbers, (not in percentages): (NB: Read comments in Section 3, #4)

Outcome number:

Number of responses which	1	2	3	4	Total 1-4
Exceed expectations
Meet or exceed expectations	93	69	99
Do not meet expectations	35	59	29

Section 3: Breadth of Knowledge (Content) Outcomes, results 5 to 8

1. Please list the breadth of knowledge (content) outcomes assessed:

Number	Outcome
5
6
7
8

(create additional pages, if needed)

2. How frequently were each of the following assessment methods used? Put the number of times each method was used in the boxes provided. If you do not have this information by individual outcome, use the first column only.

Not separated by outcome: Outcome number:

Method	5	6	7	8
Pre and post test (all instructors used the same test)
Pre and post test (instructors used individual tests)
Post test only
Written test/final exam questions (other than pre/ post test)
in which all instructors used the same questions
in which instructors selected from a common pool
in which instructors created their own questions
Oral test /exam questions (excluding pre or post test)
Performance activity (speech, acting, playing instrument)
Lab reports
Homework problems
Portfolio contribution
Essay or critique