PSYCHOLOGY 200: 2020-2021
| Intended Outcomes | Means of Assessment | Criteria for Success | Summary & Analysis of Assessment Evidence | Use of Results |
|---|---|---|---|---|
| SLO 1: Identify the goals of psychology. | Evaluation 1: Midterm and/or final exam embedded questions, or a separate survey. | Eval 1: 70% of students should meet intended outcome. | Academic Year 25 sections 608/814 = 75% Fall Semester Online 13 sections 343/440 = 78% Spring Semester Online 12 sections 265/374 = 71% | Summary: The outcome was successful as 75% of students successfully identified the goals of psychology. Observations/Changes based on current cycle (19-20): In 2019-2020, the success rate was 73%. Strategies include supplemental materials, chapter objectives, in-depth discussion, and video lectures available online. Observations/Changes based on current cycle (20-21): The student success rate increased by nearly 3%. Strategies that will be implemented are discussions of the importance for students to read all the materials assigned, detailed lecture notes on the goals of psychology, additional activities including discussion to allow students to investigate the goals, and quizzes to gauge understanding and providing feedback to improve understanding. |
| SLO 2: Explore various methods of psychological research. | Evaluation 2: Midterm and/or final exam embedded questions, or a separate survey. | Eval 2: 70% of students should meet intended outcome. | Academic Year 2020-2021 25 Sections 680/802 = 85% Fall 2020 Online 13 Sections 371/440 = 84% Spring 2021 Online 12 sections 309/362 = 85% | Summary: This outcome was met as 85% of students were able to demonstrate knowledge of psychological research methods. Observations/Changes based on current cycle (19-20): In 2019-2020, the success rate was 85%. Having students find, and/or read scholarly research has improved their understanding of research methods. Instructors used strategies of having students identify research methods and the scientific method in class and provided copies of lecture notes and videos online. Observations/Changes based on current cycle (20-21): The number of successful students stayed the same in AY 2020-2021. Instructors will implement an activity to explore research methods. There are many ways to creatively explore this topic and as a result there can be tremendous variation in the activities used. These activities should enable students to explore research methods and help them develop a deeper understanding of the topic which is ultimately objectively measured by a set of standardized questions on an exam/survey. An example of a research activity is provided. |
| SLO 3: Distinguish the major schools/perspectives of psychology. | Evaluation 3: Midterm and/or final exam embedded questions, or a separate survey. | Eval 3: 70% of students should meet intended outcome. | Academic Year 2020-2021 25 Sections 665/808 = 82% Fall 2020 Online 13 Sections 381/440 = 87% Spring 2021 Online 12 sections 284/368 = 77% | Summary: The outcome was met as 82% of students successfully distinguished the major schools/perspectives of psychology. Observations/Changes based on current cycle (19-20): In 2019-2020 the success rate was 83%. Some instructors used a creative approach to teaching theory, ranging from in class discussion and presentation, to handouts, to group activities. For example, an in-class activity entitled the “Which Theory Exercise” allows students to read statements and attempt to correctly identify which theory matches the statement most appropriately. This exercise proved effective. Other instructors used open discussion and examples followed with Q&A periods. Observations/Changes based on current cycle (20-21): Theory is always a challenging topic so it makes sense to look for ways to improve. Small changes like recorded lectures with examples, practice quizzes, supplemental videos, anecdotal stories of the founders of each theory, and encouraging student participation all have the potential to impact student learning. Researching and implementing additional resources for student engagement is another area for improvement. Faculty have set up a Teams Psychology Group to facilitate idea sharing and planning, since instructors are all at different campuses. |