Weber State University   

Psychology

Assessment Plan

(Revised August 2004)

INSTRUMENTS: There are four assessment instruments that have been used to assess the learning goals of the Department of Psychology.

Qualitative Interview: Freshmen (N=15) and seniors (N=14) in Psychology were interviewed for their understanding of scientific psychology. The performance of these students was compared to freshmen and seniors in Science (N=30) and Arts & Humanities (N=23). Amsel (2003a, 2003b) developed and validated this instrument (click here).

Faculty Survey: Departmental faculty members (N=8)completed a survey outlining their strategies and techniques for promoting various pedagogical goals in their lower (1000- and 2000-level) and higher (3000) level courses. Caldarella developed this instrument (click here).

Graduating Senior Assessment: Graduating seniors (N=52) completed this questionnaire when becoming cleared for graduation. Garza, Shaw, and Horvat developed this instrument (click here).

Alumni Assessment: Over 300 alumni of the psychology department completed a questionnaire about their undergraduate experience at Weber State. Arbuckle and Kay developed this instrument (Click here).

ASSESSMENT PLAN: Different aspects of each assessment instrument are used to assess different outcomes.

Assessed by students’ overall performance on the qualitative interview, particularly with regard to their acceptance of scientific psychology and rejection of folk psychology. Also assessed by graduating students' and alumni's satisfaction with their academic preparation in psychology and their assessment of the academic standards of the department.

a. Appreciating the multiplicity of theoretical approaches in psychology.

Assessed by the range of techniques and courses in which faculty promote theoretical diversity. Also assessed by graduating students' assessment of their growth of conceptual skills from experiences in the Psychology Department.

b. Understanding, computing, and appropriately using basic statistical techniques.

Assessed by the range of techniques and courses in which faculty promote statistical competence. Also assessed by graduating and alumni students’ evaluation of courses directly addressing the goal (i.e., Statistics) and their assessment of their growth of technical skills from experiences in the Psychology Department.

c. Understanding the strengths and weaknesses of various research designs.

Assessed by the range of techniques and courses in which faculty promote critical thinking about research. Also assessed by graduating students' evaluation of their growth of critical thinking/reading comprehension skills from experiences in the Psychology Department.

4. Knowledge of the biological basis of behavior: The nature of biological mechanisms and their influence on behavior.

Assessed by the graduating students’ and alumni's evaluation of the value of courses meeting this learning outcome.

5. Knowledge of the cognitive, affective, and behavioral basis of behavior: The nature of psychological processes associated with learning, motivation/emotion, and/or cognitive phenomena.

Assessed by the graduating students’ and alumni's evaluation of the value of courses meeting this learning outcome.

6. Knowledge of abnormal and therapeutic processes: The nature and definition of forms of psychopathology and how various intervention techniques can be helpful in ameliorating abnormal behavior.

Assessed by the graduating students’ and alumni's evaluation of the value of courses meeting this learning outcome.

7. Knowledge of the social and developmental basis of behavior: The range of social and/or developmental influences on behavior.

Assessed by the graduating students’ and alumni's evaluation of the value of courses meeting this learning outcome.

Mission Statement / Student Learning Outcomes / Curriculum Grid / Results of Assessment / Contact Person