PSYC 21 - Lifespan Development - Stage 3 - Lisa Harrison

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
Assessment DescriptionBoth instructors (Harrison & Broderick) decided to assess learning outcome B via analysis of quizzes and exams. Broderick also assessed learning outcome E by analyzing a research paper assignment and self-reflection papers.

Harrison (online section): Multiple choice quiz and exam questions from Week 1 through the first exam in Week 6 that pertain to the major theoretical perspectives in Lifespan Development were analyzed. The goal was that at least 70% of the students would answer each of the identified questions correctly.

Broderick (face to face section): Multiple choice and essay questions on exams that assess the major theoretical perspectives were also analyzed. The goal was that all students would earn grades of 70% or higher on each exam. Additionally, terms papers and student presentations that compare and contrast the major theoretical perspectives were analyzed with the goal that all students would earn grades of 70% or higher. To assess learning outcome E, self-reflection papers in which students were required to apply theory and research findings to their lives were analyzed with the goal that all students would earn grades of 70% or higher.
Learning OutcomesB. Identify and critically evaluate the main concepts and stages of development from the major theoretical perspectives, such as psychodynamic, cognitive, behavioral, ecological/systems, and biologically based theories.

E. Explain, evaluate, and apply basic theories and research findings to increase self knowledge and understanding of others.
Number of Sections3
Number of Instructors2
Number of Students~125

Data Analysis

Data Shared With

Faculty and staff within our department

Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Phone
Data SummaryHarrison: A total of 85 multiple choice quiz and exam questions linked to learning outcome B were identified and analyzed. Of these 85 questions, 82% were answered correctly by at least 70% of the students. These results are very encouraging, especially since most of these questions were answered correctly by quite a bit more than 70% of the students. This data suggests that students are, overall, successfully mastering the course material. The remaining 18% of the questions (15 questions) were then further analyzed because less than 70% of the students answered correctly.

Broderick: Exam scores indicated outcome achievement with 87% of students scoring 70% or higher. For research papers, 94% of the students completed and presented their papers. Of these, 10% did not meet the criteria for passing.
Analysis SummaryHarrison: Analysis involved reviewing the 15 multiple choice quiz and exam questions that less than 70% of the students answered correctly to ensure that the questions are written clearly and to note the content areas. The questions are clearly written, but I discovered that they do cover specific concepts that are more complex and that may not be adequately discussed or explained in the textbook. Closer analysis indicated that there are 4 questions out of the 15 that were significantly below the goal. These questions cover 3 different content areas that will certainly need to be better explained to students.

Broderick: Grades on the exams of 70% or higher indicate outcome achievement. Grades on research papers and presentations and self-reflection papers of 70% or higher also indicate outcome achievement. These methods of assessment will be maintained but continually analyzed to determine ongoing effectiveness.
Next Steps PlannedHarrison: Now that I have identified the content areas/concepts from the multiple choice questions not answered correctly by at least 70% of the students, the next steps are (1) to review these areas in the textbook (particularly since this is an online course, and the textbook is the primary source of information) and (2) to fill in any gaps I see in the textbook explanation by integrating more information on the identified topics and concepts into my online postings (e.g., lecture notes, handouts, forum postings) and communications with my students.

Additionally, there are 4 questions that were significantly below the goal. These questions cover 3 different content areas that I will clearly and specifically address in forum postings, handouts, and/or discussion forum assignments to see if this helps students master the concepts.

I will then reassess student mastery of these content areas in Fall 2013 to see if these interventions make a difference. With supplemental explanation provided, at least 70% of the students should be able to answer the identified questions correctly.

Broderick: According to my students' evaluations, the methods of teaching, assignments, and evaluation seem beneficial and appropriate. However, each semester brings the evolution of the previous in a seemingly organic way, which I will continue to monitor and integrate. In particular, I will continue to monitor the results on the research paper assessment to determine if there are identifiable issues or problems that contribute to some students (in this assessment, 10%) not meeting the criteria for passing.
Learning OutcomesRefer to previous answers.

Tentative Future Plans

TermFall 2013
Activities
  • Assessment (measurement) of outcomes
  • Implementation of planned changes and reassessment
More DetailsHarrison: During the Fall 2013 semester, I will implement the plan as described, which involves providing students with more information regarding the identified content areas and concepts that are proving to be more difficult to master. I will then reassess student mastery via multiple choice exam questions.

Broderick: Upon further reflection and discussion, I may shift the amount of time I spend emphasizing certain course material with the goal of further improving student achievement of these learning outcomes.

SLO Details Storage Location

Additional Highlights

Broderick: This was a very vibrant class. They were very invested in the integration of the academic material to their lives and future professions. It is always satisfying when you can help students keep their fires burning and challenge them at the same time. Everyone enjoys moving toward complexity, and the outcomes of this course empowers them with the wisdom and skills to do so through the span of their lives.

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