PSYC 11 - Theories of Personality - Stage 5 - Margaret Louie
Assessment
| Assessment Methods | Assignments based on rubrics (such as essays, projects, and performances) |
|---|---|
| Assessment Description | A student’s ability to evaluate learning theory (Bandura) was measured looking at scores on a discussion forum. Discussion forums require brief essays on a topic. These essays often required that the student explain at least one principle of the theory, apply it to a person, and evaluate it for its relevance. Students complete a term paper by choosing one theory to explain a person’s behavior. Outcomes are achieved when 70% of the students show mastery in explaining and applying theoretical terms and definitions by scoring 70% or higher on their papers. |
| Learning Outcomes | (SLO D) Describe and evaluate the methods of assessing and measuring personality development (psychometrics), including perspective and objective tests and understand reliability and validity. (SLO F) Describe and evaluate cross-cultural personality research to assess the impact of group differences (e.g., race, ethnicity, gender) on personality development. (SLO H) Explain, evaluate, and apply basic concepts and principles of psychodynamic theories, learning theories, humanistic theories, and trait theories. (SLO K) Explain, evaluate, and apply basic concepts of the theories studied to increase self-knowledge and the understanding of others. |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | ~25 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
|---|---|
| Data Sharing Methods | Shared document files |
| Data Summary | One hundred (100) percent of students scored 8 or higher out of 10 points (n=25, M = 9.8) on their understanding of one concept of learning theory, using a brief essay format. Sixty-eight (68) percent of students scored 70% or higher (M = 81%, n=25) on papers which assessed their ability to apply the principles of one theory to an individual. |
| Analysis Summary | Students received a score of at least 8 out of 10 if they correctly explained a theoretical principle and were able to provide an example of that principle. In the papers, students scored at least 70% if they correctly explained a theoretical principle and were able to identify it correctly in an individual's behavior. |
| Next Steps Planned | For two of the learning outcomes (SLOs D & F), it became apparent that they were not being applied during the semester. It was determined that SLO D could be addressed by changing the textbook, and the SLO F could be addressed by adding supplemental materials. Both steps were implemented for Fall 2013 and are included in the class syllabus. An evaluation component for humanistic/existential theory and trait theory have not yet been planned (SLO H); it may be added in time for Fall 2013. A new, more comprehensive rubric that will be given to students is being planned (SLO K). |
| Learning Outcomes | refer to answers above in 6e |
Changes
| Details | New assessments were added to highlight specific expectations to "evaluate" a theory's relevance. |
|---|---|
| Learning Outcomes | SLO H |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | Revisions: Some outcomes are redundant and need to be combined. Some outcomes are too specific and need to be eliminated. Analyze the data, and discuss possible changes with colleagues. Assessment: Continue to identify specific quiz questions that support or don't support the outcomes. Implementation: Teach outcome topics from the new textbook; evaluate/assess student mastery. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
- ELECTRONIC COPY - On a department web server or shared document system