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Assessing undergraduate learning in psychology : strategies for measuring and improving student performance /
"This book describes best practices for developing assessments that undergraduate psychology faculty and administrators can use when designing courses and curricula around student learning goals, including those identified in APA's Guidelines for the Undergraduate Psychology Major. Veteran...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, DC :
American Psychological Association,
[2021]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Assessing undergraduate learning in psychology : |b strategies for measuring and improving student performance / |c edited by Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum. |
| 264 | 1 | |a Washington, DC : |b American Psychological Association, |c [2021] | |
| 300 | |a 1 online resource (x, 278 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "This book describes best practices for developing assessments that undergraduate psychology faculty and administrators can use when designing courses and curricula around student learning goals, including those identified in APA's Guidelines for the Undergraduate Psychology Major. Veteran educators draw on their expertise to provide guidance for addressing three common types of assessment pressures-individual, institutional, and international-to help other educators meet the needs of multiple stakeholders while ensuring that students have the skills to compete in the global economy"-- |c Provided by publisher. | ||
| 505 | 8 | |a Intro -- Contents -- Contributors -- Introduction: Assessment Assessment Everywhere-And What Are We to Think? -- Part I Institutional Approaches -- Chapter 1 Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative Model -- Chapter 2 A Framework for Setting Educational Priorities -- Chapter 3 The Sound and Fury of Academic Program Reviews: What They Reveal About Assessment and Accountability -- Chapter 4 Replacing the Term Formative Assessment: A Modest Proposal -- Chapter 5 How to Create a Culture of Assessment | |
| 505 | 8 | |a Chapter 6 Overcoming Obstacles That Stop Student Learning: The Bottleneck Model of Structural Reform -- Chapter 7 Backward Design, the Science of Learning, and the Assessment of Student Learning -- Part II Individual Approaches -- Chapter 8 Assessment as a Pedagogical Science: A Stealthy Approach to Studying Effective Teaching -- Chapter 9 Evidence-Based Teaching and Course Design: Using Data to Develop, Implement, and Refine University Courses -- Chapter 10 A Taxonomy for Assessing Educational Change in Psychology | |
| 505 | 8 | |a Chapter 11 Using Formative Self-Assessment to Improve Teaching and Learning in Educational Psychology Courses -- Part III International Approaches -- Chapter 12 Assessing Learning Outcomes in Undergraduate Psychology Education: Lessons Learned From Five Countries -- Chapter 13 Applying the Assessment Design Decisions Framework Internationally -- Chapter 14 Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of the CLA+ International -- Chapter 15 Interdisciplinary Innovations in Formative and Summative Assessment: The Beliefs, Events, and Values Inventory | |
| 505 | 8 | |a VALUE Rubrics -- and the Cultural Controllability Scale -- Afterword: What's Next? -- Index -- About the Editors | |
| 588 | |a Description based on online resource; title from digital title page (viewed on January 27, 2021). | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 650 | 0 | |a Psychology |x Study and teaching (Higher) | |
| 650 | 0 | |a Curriculum evaluation. | |
| 650 | 2 | |a Psychology |x education | |
| 650 | 2 | |a Curriculum |x standards | |
| 650 | 6 | |a Programmes d'études |x Évaluation. | |
| 650 | 7 | |a PSYCHOLOGY / Education & Training |2 bisacsh | |
| 650 | 7 | |a Curriculum evaluation |2 fast | |
| 650 | 7 | |a Psychology |x Study and teaching (Higher) |2 fast | |
| 700 | 1 | |a Nolan, Susan A., |e editor. | |
| 700 | 1 | |a Hakala, Chris, |e editor. | |
| 700 | 1 | |a Landrum, R. Eric, |e editor. | |
| 776 | 0 | 8 | |i Print version: |t Assessing undergraduate learning in psychology |d Washington, DC : American Psychological Association, [2021] |z 9781433832277 |w (DLC) 2020012754 |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctv1chs228 |z Texto completo |
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