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Psychology Major Assessment Report and Plan
2013-2014 Assessment Data and 2014-2015 Plan
I. Program’s mission:
Indiana University Kokomo Mission Statement: The mission of Indiana University Kokomo, a
regional campus of Indiana University, is to enhance the educational and professional attainment of the
residents of North Central Indiana by providing a wide range of bachelor’s degrees, and a limited
number of master’s and associates degrees. Indiana University Kokomo is further dedicated to
enhancing research, creative work, and other scholarly activity, promoting diversity, and strengthening
the economic and cultural vitality of the region and the state through a variety of partnerships and
programs.
Psychology Mission Statement: The mission of the psychology program is to provide students with a
bachelor’s degree in psychology within a liberal arts tradition. Thus, our program contributes to IU
Kokomo’s mission of providing undergraduate programs leading to the baccalaureate degree for
residents of North Central Indiana. The psychology program strives to help its’ majors understand the
major theoretical approaches to human behavior and cognition; develop abilities to gather, analyze,
synthesize, and apply psychology information; develop a healthy skepticism about conclusions
presented without supporting data; and communicate more effectively. The psychology degree
program seeks to provide students the opportunity to develop and achieve their personal and career
aspirations, including opportunities for engaging in research with faculty, independent research, and
practicum experiences within the community. Thus, our program contributes to IU Kokomo’s mission
to enhance research and develop partnerships between our degree and various community programs.
II. Program goals, student learning outcomes, criteria, and benchmarks
Note: This section also includes comments about the status of our assessment plan (e.g., what
portions of the plan still need to be completed. In the past, this was section V. Ongoing
Assessment in the assessment plan outline.)
A. How program goals fit with the program’s mission:
The development of goals and outcomes for the Psychology Major was based on a report by a
committee of the American Psychological Association’s (APA) education division. That report
outlines a set of 10 goals that are important for undergraduate psychology programs. The psychology
faculty at IUK have selected and/or modified a subset of eight of those goals (see section II.B.) that
most directly apply to the psychology program’s mission. We would like to note that Goals 3 (critical
thinking), 5 (ethics), 6 (writing), and 7 (quantitative literacy) represent extensions of four of IU
Kokomo’s general education learning goals. A quick comparison of the goals listed in section II.B.
with the Psychology Mission Statement in the previous section should make it clear that our goals fit
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our mission. For example, Goal 1, Outcome 1 (Use major psychological perspectives) is most directly
related to the “understanding of the major theoretical approaches to human behavior and cognition”
portion of our mission statement.
B. List of program goals, outcomes, components, and criteria.
Goal 1: Knowledge Base: We assess the majority of these outcomes via students’ sub-scores on the
Psychology Area Concentration Achievement Test (ACAT). In the past, we also used mastery tests in
our History and Systems (P459) course, but these were discontinued in Fall 2013 (when P459 become
our upper-level writing intensive course). Neither the ACAT nor the P459 content knowledge mastery
tests allow evaluation of components or specific criteria. Outcomes that do have components listed
below will sometimes be assessed using quizzes, assignments, papers, etc. from other courses; we will
add criteria and benchmarks for those at the time of assessment. In the table below, under Criteria, the
name of the relevant ACAT sub-test and P459 content knowledge mastery tests are listed. (Note:
Outcome 2 and its components also appear as an outcome under Goal 2: Research Methods.)
Goal 1 Knowledge Base
Outcomes–Students will:
Components
Criteria (i.e., Levels,
Characteristics)
1. Demonstrate understanding of
major psychological perspectives.
Identify characteristics of perspectives
Describe advantages & limitations of
perspectives
(ACAT: history & systems)
(Component 1: Modern Psychological
Perspectives Quiz scores/percentages)
Component 2: Intellectual History Project
(Acceptable-Unacceptable for both
advantages and for disadvantages)
2. Demonstrate understanding of
basic terminology relating to research
methods.
Identify types of research methods
Define concepts
Apply to examples provided
Create examples
3. Demonstrate basic psychological
literacy in Statistics
none
4. Demonstrate basic psychological
literacy in Biological Bases
none
5. Demonstrate basic psychological
literacy in Learning
none
6. Demonstrate basic psychological
literacy in Cognition
none
7. Demonstrate basic psychological
literacy in Development
none
(ACAT: experimental design)
(P459 Mastery test: Research &
Statistics)
(ACAT: statistics)
(P459 Mastery test: Research &
Statistics)
(ACAT: physiological)
(P459 Mastery test: Biological
Psychology)
(ACAT: human learning & cognition)
(P459 Mastery test: Learning)
(ACAT: human learning & cognition)
(P459 Mastery test: Cognitive
Psychology)
(ACAT: developmental)
(P459 Mastery test: Development)
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8. Demonstrate basic psychological
literacy in Individual Differences
none
9. Demonstrate basic psychological
literacy in Psychological Disorders &
Treatments
none
10. Demonstrate basic psychological
literacy in Social Psychology
none
(ACAT:personality)
(P459 Mastery test: Personality &
Motivation)
(ACAT: Two sub-tests: abnormal and
clinical & counseling)
(P459 Mastery tests: Psychological
Disorders and Treatment & Drugs)
(ACAT: social)
(P459 Mastery test: Social Psychology)
Goal 1 Knowledge Base Assessment Description & Benchmarks:
ACAT Description and Benchmarks for Outcomes 1-10:
The ACAT is a nationally normed, multiple-choice test of knowledge in psychology that uses
sub-tests for different content knowledge areas which can be mapped onto Outcomes 1-10. The
ACAT allows us to choose the topic areas within psychology we want to include on our
students’ tests and provides data that shows us how our students’ performance compares to
psychology students at other institutions that use the ACAT. The ACAT is now taken via
computer and students receive scores when they are finished. Although the tests are now taken
online, the tests are still taken during a class session and the faculty member teaching the
seminar provides access codes and proctors the test.
We use three benchmarks:
1) as a group, students taking the test will achieve 50th percentile or higher on each subtest.
2) at least 75% of individuals will achieve 40th percentile or higher on the subtests
representing Outcomes 1, 2, 3, and 7 because those outcomes represent coursework that
all psychology majors must take.
3) at least 75% of individuals will achieve 40th percentile or higher on at least one of the
subtests representing each of the course clusters required for psychology majors.
Through Spring 2013 there were two course clusters in the major. Cluster 1 was P319
Personality, P320 Social, P303 Health, and P324 Abnormal. Cluster 2 was P325
Learning, P326 Neuroscience, and P335 Cognition. Majors needed to take two courses
within each cluster. Thus, benchmark 3 is met when at least 75% of the students achieve
40th percentile or higher on at least one subtest that evaluates each cluster.
In Fall 2013, the Clusters were revised into three clusters, and then further revised in Fall
2014 as follows:
Cluster 1 includes P319 (Personality Psychology) and P320 (Social Psychology). This
represents outcomes 8 (Personality) and 10 (Social) and is assessed using the Personality
and Social ACAT subtests.
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Cluster 2 includes P325 (Psychology of Learning) and P335 (Cognitive Psychology). This
represents outcomes 5 (Learning) and 6 (Cognition) and is assessed using the Human
Learning/Cognition ACAT subtest (ACAT combines these into one subtest).
Cluster 3 includes P326 (Behavioral Neuroscience) and P407 (Drugs and the Nervous
System). This represents outcome 4 (Biological Bases) and is assessed using the
Physiological ACAT subtest.
Cluster 4 includes P324 (Abnormal Psychology) or P303 (Health Psychology). This
represents outcome 9 (Psychological Disorders and Treatments) and is assessed using the
Abnormal and Clinical/Counseling ACAT subtests (students are expected to get in at least
the 40th percentile on one of these tests; note that there is no ACAT subtest that directly
assesses the subfield of health psychology).
Though this report covers Fall 2013 to Spring 2014 (when there were three course clusters) the
ongoing arrangement of courses will be with four. Therefore, we are reporting data under the
four-cluster structure in order to best use results for future planning.
Thus, for clusters 1 & 4, each paired with two subtests, we determined the percent of students
scoring at or above the 40th percentile (equal to a standard score of 475 or higher) on one of the
two tests. For clusters 2 & 3, each paired with only one subtest, we determined the percent of
students scoring above the 40th percentile on that subtest.
Intellectual History Project Description and Benchmark for Outcome 1 (Component 2,
Describe advantages & limitations of perspectives):
The Intellectual History Project is a 10-15 page paper students (typically juniors and seniors)
write in PSY-P 459 History and Systems. As part of this assignment, “students discuss their
interests, understanding, and perspectives relating to the field of psychology.” This paper is
particularly useful for evaluating the components of this outcome because one of the prompts
for the paper asks students to reflect on which psychological perspectives or schools of thought
have influenced them the most and which perspectives/schools they think are most promising
vs. less promising. The assignment instructs students to consider which perspectives “have
been most supported, [and] have made the most useful contributions” and which have not.
These papers are turned in near the end of the semester. Descriptions of advantages and
disadvantages are evaluated separately as being either “adequate” or “inadequate”.
The benchmark is for 75% of our students to achieve “adequate” ratings for both
advantages and disadvantages.
Mastery Test Description and Benchmark for Outcomes 2-10: [Discontinued in Fall 2013]
Knowledge Base Outcomes 2-10 have been assessed via content knowledge mastery tests given
in P459 History and Systems, a required course typically taken by juniors and seniors. These
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mastery tests are created, administered, and graded by the faculty member teaching the course.
These mastery quizzes were designed to assess students’ knowledge of basic psychological
concepts from the General Psychology course and textbook. Ten quizzes were written, each
having 20 multiple choice questions and focusing on a specific subarea within psychology.
Students initially took a pretest that included for each topic 10 of the 20 questions. Mastery was
defined as 80% correct or higher. For those topics where students scored below 80%, they were
able to review a corresponding chapter or sections from the introductory psychology textbook
and then they took the full 20 question quiz for that topic. If they still did not reach 80%, they
were given a second chance (taking the same quiz after further opportunity to study).
Our benchmark was for 75% of our students to achieve mastery (80% or higher) for each
topic.
Goal 2: Research Methods: Until our curriculum revision, assessment of this goal has focused on
Outcome 5, using survey research reports written for P211 Methods of Experimental Psychology.
However, we have stopped offering the P211 course, and replaced it with P259 Introduction to
Psychological Inquiry. In addition, P457 has been discontinued, and students are now required to take
an advanced methods course (with P259 and K300 Statistics as prerequisites) entitled P355
Experimental Methods. As these are new courses and assignments are still being designed, assessment
of Goal 2 will be put on hold until these courses have been well-established.
Goal 2: Research Methods
Criteria (i.e., Levels, Characteristics)
Outcomes--Students
will:
Components
1. Explain the role of
research in psychology
Purpose of systematic empiricism (i.e., use of
research methods)
Difference between scientific & everyday
conclusions
Identify types of research methods
Define concepts
Apply to examples provided
Create examples
Component 1: Intellectual History Project
(Acceptable – Unacceptable)
Component 2: Not yet developed
3. Place research in
context of earlier work
Not yet developed
Not yet developed
4. Evaluate
appropriateness of
conclusions derived
from psychological
research
Internal validity
External validity
Critique of strengths & weaknesses
Implications for further study or application
Not yet developed
2. Demonstrate
understanding of basic
terminology relating to
research methods
Not yet developed
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5. Design basic studies
to address
psychological
questions.
Research Question/Purpose/Objective
Present - Absent
Hypothesis
Present – Absent (we can figure out which
sentence it is)
Clearly Stated - Not Clearly Stated
Positively Stated - Not Positively Stated
Falsifiable - Not Falsifiable
Background is logically connected to the
research question, objective, or hypothesis
Mostly Yes - Mostly No
Fit between hypothesis and method
All constructs in hypothesis are included –
Not all constructs in hypothesis are
included
Research design tests hypothesis – Research
design does not test hypothesis
Clear specification of operational definitions
for constructs found in hypothesis
(i.e., describes questions and response options;
explains how responses are combined, if
applicable)
Clear - Somewhat Clear - Unclear
Sampling procedure:
 A sampling procedure is described
such that it could be replicated.
 Resulting sample would be
appropriate for hypothesis being tested
Research design: Correctly identifies the design
of the study (e.g., descriptive study,
correlational study, quasi-experiment, betweensubject, within-subject/repeated measures,
single-factor, factorial, etc.)
Plan for data analysis:
 Statistics chosen are appropriate for
level of measurement/type of data
 Statistics chosen are appropriate for
hypothesis
Literature search:
 All sources selected are relevant to
hypothesis
All sources are scholarly

Mostly Yes - Mostly No

Appropriate – Somewhat
Appropriate – Inappropriate or
Unable to Tell
Correct - Somewhat Correct - Absent or
Incorrect
Present - Absent
 Appropriate – Somewhat
Appropriate – Inappropriate or
Unable to Tell
 Appropriate – Somewhat
Appropriate – Inappropriate or
Unable to Tell

Yes - No
Yes - No
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Goal 2 Research Methods Assessment Description & Benchmarks:
Outcome 1 Component 1, Purpose of systematic empiricism:
To assess this outcome, the Intellectual History Project papers are used. In particular, a portion
of the assignment asks student to share their “current views relating to…basic issues in
psychology,” including whether psychology is a science. Specifically, students are asked to
write about what they believe it should mean for psychology to be a science, what kind of
science it should be, and whether it has achieved the status of being a science. Descriptions of
these issues were evaluated as either “adequate” or “inadequate,” based on whether they gave
valid reasons for their judgment of psychology as being a science (or not).
The benchmark for our students is for 75% of students to achieve a rating of “adequate” for
their discussion of psychology as an empirical science.
Outcome 1 Component 2, and Outcomes 2-4:
These have yet to be assessed. Criteria and benchmarks for these outcomes need to be
developed. However, final papers will be collected from our P259 Introduction to
Psychological Inquiry, and P355 Experimental Methods in 2014-2015, which will allow us to
start to develop and pilot criteria and rubrics for assessing these outcomes/components.
Research Proposal Description and Outcome 5 Benchmark:
In P355 Experimental Methods, students are writing full APA-style research reports of original
data collection and analysis. The papers will allow us to pilot-test the criteria we have already
developed, get a sense of the baseline performance of students on these components, and
develop benchmarks.
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Goal 3: Critical Thinking: These outcomes were revised at the August 2013 Psychology Faculty
Retreat.
Goal 3: Critical Thinking
Outcomes--Students will:
1. Students will question
unsupported claims
Components
Identify the claim/assertion
Criteria (i.e., Levels, Characteristics)
Not yet developed
Recognize lack of support
2. Students will recognize
psychological issues that
have varying viewpoints
3. Students will formulate
their own viewpoint
4. Students will recognize
alternative viewpoints
5. Students will evaluate
quality of supporting
evidence
6. Students will describe
implications and
consequences that result
from proposed conclusions
Recognize the role of scientific support in
evaluating the claim
None
Not yet developed
Articulate their viewpoint clearly
Not yet developed
Recognize potential personal bias and
assumptions
Articulate alternative viewpoints
Not yet developed
Assess strengths and limitations of
alternative viewpoints
Identify types of evidence being presented
Not yet developed
Articulate strengths and limitations of
evidence presented
Assess relevance of evidence to claim or
position
Describe scientific implications
Not yet developed
Describe practical implications (e.g.,
personal, societal, legal)
Goal 3 Critical Thinking Assessment Description & Benchmarks:
None yet. However, we designed these components with our P259 Introduction to
Psychological Inquiry course in mind, so products from that course are likely to be included
among those that are identified for assessment at a later time.
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Goal 4: Application of Psychological Concepts: In the Summer 2014 Psychology Retreat, the
following outcomes, components, and criteria were developed for possible use in future assessment of
this goal. It was also decided that P303 Health Psychology, and P324 Abnormal Psychology, would be
formalized into a fourth “cluster” in the psychology curriculum which will focus on application and on
writing of a literature review. We will discuss as a department when to collect student work to pilottest, as we make adjustments to our teaching of these courses.
Goal 4: Application
Outcomes--Students will:
Generate acceptable
examples of
psychological
concepts in everyday
life
Evaluate applications
of psychological
concepts to everyday
life
Criteria (i.e., Levels, Characteristics)
Components
Examples are student-created
Yes – No
Examples are relevant to concept
Yes – Somewhat – No
Examples are appropriate to situation
Yes – Somewhat – No
Examples are appropriate to
population
Evaluation determines whether
application is relevant to concept
Yes – Somewhat - No
Evaluation notes implications and
consequences of using that
application
Yes – Somewhat - No
Yes – Somewhat – No
Goal 4: Application Assessment Description & Benchmarks:
None yet.
Goal 5: Ethics in Psychology: Ethical standards in psychology are relevant in areas of writing,
designing and conducting research, and practice (e.g., in settings where helping or counseling skills are
used). Ethics are addressed in many courses in psychology. Thus far, formal assessment of ethics
outcomes has been conducted in P381 Helping Skills and Ethics via quizzes.
Goal 5: Ethics
Outcomes--Students will:
1. Recognize necessity of having ethical
standards/acting ethically (B)
2. Understand what it means to be ethical
in writing (B)
3. Understand what it means to be ethical
in research (B)
4. Understand what it means to be ethical
in practice (B)
Components
Criteria (i.e., Levels, Characteristics)
P381 Ethics Quiz
Plagiarism
Paraphrasing
P381 Ethics Quiz
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5. Apply ethical standards in either
P381 Ethics Quiz
research or practice (A)
Note: Skill levels are identified as basic level (B) or advanced level (A).
Goal 5: Ethics Assessment Description & Benchmarks:
Outcomes 2 and 3:
These have yet to be assessed. Criteria and benchmarks for Outcomes 2 and 3 need to be
developed, and will need to be assessed using some student product other than the P381
Helping Skills course quiz.
P381 Helping Skills Quiz & Outcomes 1, 4, and 5:
Students in the P381 Helping Skills and Ethics course have been given a 12-item multiplechoice quiz in which four items were used to assess each outcome.
The benchmark is for 75% of the students to correctly answer 75% of the items for each
outcome. Though at present, our assessment instrument doesn’t warrant use of criteria,
future assessment tools might require that we develop criteria.
Goal 6: Writing in Psychology: Outcome 1 component descriptions and criteria have been finalized.
Benchmarks for Outcomes 3 and 4 will need to be set before we assess them. Outcome 2 has not yet
been assessed and so does not yet have criteria or a benchmark.
Goal 6: Writing
Outcomes--Students
will:
1. Communicate
ideas effectively
2. Write an effective
review of literature
Components
Focus
Organization, Flow, Transitions
Audience Awareness and Style
Sufficiency and Quality of Evidence
Sentence Structure and Mechanics
Sources in literature review are relevant to topic identified in
research question/purpose/objective
Literature review includes thorough description of 1 or 2
articles
Literature review integrates/connects/ties together ideas
across articles within a paragraph
Literature review identifies concluding common themes
and/or contradictions
Criteria (i.e., Levels,
Characteristics)
For criteria, see “Psychology
Writing Rubric” below.
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3. Use APA style
documentation that is
appropriate to the
assignment
Cites when it is appropriate to do so
Appropriate - Inappropriate or missing
cites - No cites
Uses parenthetical citations
APA style – Included but not always
APA style – Missing citations
Uses appropriate citation conventions for paraphrases vs.
direct quotations
Appropriate – Inappropriately cited
Uses appropriate information and order of information in
references
4. Use APA style
formatting that is
appropriate to the
assignment
Uses correct order of elements (title page, abstract,
introduction, etc.)
Uses appropriate headings
Alpha order – Not alpha order
Complete info – Incomplete info
APA style – APA style errors
In order – Not in order
Appropriate headings – Missing
headings – Not in APA style
APA style – Included – Not included
Uses running head and page numbers
Uses correct margins
Correct – Incorrect
Correct - Incorrect
Uses correct line spacing
Psychology Writing Rubric: Goal 6, Outcome 1 (Communicate ideas effectively)
Rating
Excellent
Focus
Establishment and
maintenance of an
opinion/position/th
esis, an
understanding of
purpose and
audience, and
completion of the
assignment.
___Establishes and
maintains a clear
and insightful
opinion/position/th
esis statement to
effectively inform or
persuade the
reader.
Organization, Flow,
Transitions
Demonstration of a
unified structure,
direction, and unity,
paragraphing and
transitional devices.
___ Uses a logical
structure appropriate
to paper's subject,
purpose, audience,
thesis, and disciplinary
field.
Sophisticated
transitional sentences
often develop one
idea from the previous
one or identify their
logical relations. It
guides the reader
through the chain of
reasoning or
progression of ideas.
Audience Awareness
and Style
Demonstration of an
awareness of
audience and
purpose through
effective sentence
structure, sentence
variety, and word
choice that create
tone and voice.
___ Chooses words
for their precise
meaning and uses an
appropriate level of
specificity. Sentence
style fits paper's
audience and
purpose, and
enhances readability.
Sentences are varied,
yet clearly structured
and carefully
focused, not long and
rambling.
Sufficiency and Quality of
Evidence
Full development of ideas
and use of extensive,
specific, accurate, and
relevant details.
(facts/findings, examples,
anecdotes, opinions,
statistics, reasons,
explanations)
Sentence Structure
and Mechanics
Demonstration of
control of
conventions,
including grammar,
punctuation, and
spelling.
___ Uses evidence
appropriately and effectively
to develop an argument or
position. Evidence is
relevant, specific, and
convincing.
___Few or no errors
in grammar,
mechanics,
punctuation and
spelling.
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Adequate
___Establishes a
clear
opinion/position/th
esis statement and
consistently
attempts to inform
or persuade the
reader.
___Organization is
coherent,
unified and effective
in support of the
paper’s purpose/ plan
and usually
demonstrates
effective and
appropriate
transitions between
ideas and paragraphs.
___Generally uses
words accurately and
effectively for
paper’s audience and
purpose. Sentences
generally clear, well
structured, and
focused, though a
few may be awkward
or ineffective.
___Generally uses evidence
appropriately to develop an
argument or position.
Evidence is relevant and
usually convincing, but may
sometimes be too general.
___Some errors in
grammar,
mechanics,
punctuation and
spelling that do not
significantly
interfere with the
communication of
the message.
Inadequate
___Mostly simplistic
and unfocused
ideas; little or no
sense of purpose or
control of thesis.
States an
opinion/position/th
esis, but may be
unclear or
underdeveloped.
___Organization was
generally
unsuccessful.
Paragraphs were
simple, disconnected,
confusing, and/or
formulaic. Little
evidence of transitions
or planned sequence.
___Generally
demonstrates poor
language and word
choice, with little
awareness of
audience. Style
tends to be
incoherent or
inappropriate in
tone, including a lack
of sentence variety.
___Development is
insufficient, providing little
evidence/examples; and/or,
evidence is irrelevant,
inaccurate, and/or nonspecific, or may include
logical fallacies or
unsupported claims.
___Patterns of
errors in grammar,
mechanics,
punctuation and
spelling that
substantially
interfere with the
communication of
the message.
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Goal 6: Writing Assessment Description & Benchmarks:
Intellectual History Project and Outcome 1:
The Intellectual History Project is a 10-15 page paper students write near the end of the
semester in P459 History and Systems of Psychology. In this paper, students write a narrative
of their past, present, and future interests in, understanding of, and perspectives relating to
psychology. Thus, this paper is appropriate for a general assessment of their ability to
communicate ideas effectively. Papers are rated as “excellent,” “adequate,” or “inadequate” on
the following five components: focus, organization/flow/transitions, audience awareness/style,
sufficiency/quality of evidence, sentence structure/mechanics. The table on the previous page
describes the components and ratings in detail.
It was decided at the August 2013 Psychology Retreat that in order for a student’s writing to be
considered adequate, then their performance on all five areas assessed by the rubric needed to
be at least adequate (that is, a single rating of “inadequate” would result in an overall rating of
“inadequate”). A rating of “excellent” could be given if a student’s writing were not
inadequate in any area, and received ratings of “excellent” in at least two areas.
Our benchmark is that 75% of students will receive a rating of at least adequate in their
writing.
Outcome 2:
This has yet to be assessed. Criteria and benchmarks for Outcome 2 need to be developed,
though it is likely that materials from P303 Health Psychology or P324 Abnormal Psychology
will be collected at a later time for assessment.
Outcomes 3 and 4:
The P355 Experimental Methods final reports will probably be examined for assessment of
these outcomes; however, we plan to pilot-test our assessment approaches before deciding upon
benchmarks and reporting results.
Goal 7: Quantitative Literacy in Psychology:
Goal 7: Quantitative Literacy
Outcomes--Students
will…
1. Evaluate
appropriateness of
conclusions derived from
psychological research
2. Select appropriate
statistics
Components
Interpret basic statistical results
Distinguish between statistical significance
and practical significance
Evaluate the validity of conclusions
presented in research reports
Statistics chosen are appropriate for level of
measurement/type of data
Criteria (i.e., Levels,
Characteristics)
Appropriate – Somewhat appropriate
– Inappropriate or Unable to Tell
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Statistics chosen are appropriate for
hypothesis
3. Conduct statistical
analyses
4. Interpret statistical
results
5. Decide how results
should be presented
Appropriate – Somewhat appropriate
– Inappropriate or Unable to Tell
From SPSS print-outs
From graphs
Production of graphs
Production of tables
Goal 7: Quantitative Literacy Assessment Description & Benchmarks:
Outcomes 1 and 3-5:
These have yet to be assessed. Criteria and benchmarks need to be developed.
K300 Statistics Exams & Outcome 2:
A series of 8 items from exams given in K300 Statistics are used for this assessment.
Our benchmark is for 75% of students to score 75% or higher on these items.
Research Proposals & Outcome 2:
As P355 Experimental Methods is currently in development, we are continuing to develop
assignments that allow students to demonstrate their ability to apply the statistical procedures
they have been exposed to in our K300 Statistics course. In the first teaching of this course (in
Fall 2014) a set of assignments called StatSkills Assignments, help students review not only
statistical thinking and decision making, but also the use of SPSS. However, these assignments
are more like written tutorials; the final research reports from P355 may be of better use in
assessing this outcome at a later time.
Goal 8: Career Planning & Development:
At present our new P259 Introduction to Psychological Inquiry course incorporates some coverage of
career planning and development. At the time of this writing, this course is being offered for the first
time, so various aspects of the course are in flux. It is likely that we will revisit this goal over the
2014-2015 AY as the course continues to take shape.
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Outcomes–Students will:
Components
1. Demonstrate basic knowledge
of careers in psychology
Areas of specialization in psychology
Criteria (i.e.,
Levels,
Characteristics)
Different types/categories of jobs available
to those with education in psychology
Qualities/skills desired in bachelor’s level
job applicants
Differences between psychologists,
psychiatrists, social workers and the terms
therapist and counselor
Different types of graduate degree programs
open to undergraduate psychology majors
who want further education
Qualities/skills desired in graduate school
applicants
Salaries for bachelor’s level vs. grad-school
level jobs
2. Demonstrate understanding of
careers in psychology
3. Evaluate personal suitability
for careers of interest
4. Develop a personal plan that
addresses discrepancies & next
steps
Daily activities
Academic preparation required
Skills, abilities, and personal
characteristics required
Compare skills, abilities, & personal
characteristics they have with those that are
required
Selects appropriate coursework and/or
extracurricular activities
Identifies whether needs to fill out job
applications and/or graduate school
applications
III. Curriculum map: The curriculum map was revised 6/23/14, and
appears in the EXCEL file that accompanies this report/plan.
Revisions include adding the new learning outcomes for Goal 3 Critical Thinking, and indicating
which learning outcomes are addressed by our various new courses. However, this draft should be
considered likely to change as we discuss our curriculum changes and their implications over the next
year.
16
IV. Assessment Data Collected in AY 2013-2014: Report of Procedure,
Data, and Feedback Loop
Continued Assessment of Goal 1: Knowledge Base
ACAT & Outcomes 1-10:
Knowledge Base outcomes have been regularly assessed using the Area Concentration
Achievement Test (ACAT) for psychology. The ACAT was given Spring semester 2006-2012
to psychology majors in P457 Senior Seminar (a course taken by all seniors during their final
spring semester). Beginning in Fall 2012, this course was discontinued and P459 History &
Systems of Psychology became our lone capstone course. Due in part to this transition, the
ACAT was not given during the 2012-13 academic year. We again began giving the ACAT to
our seniors in Fall 2013 (in P459). Also beginning in the 2013-2014 academic year, to
accommodate enrollment increases, we began offering P459 in both fall and spring semesters.
Thus, starting in the 2013-14 academic year, we have given (and plan to continue giving) the
ACAT twice a year in order to include all of our senior psychology majors. Scores will be
aggregated across academic year.
Benchmark #1
Our first benchmark was having our students (as a group) achieve at least the 50th percentile on
each subtest in comparison to the national sample of other Psychology Majors who also took
this test. The relevant data for this benchmark are presented below in the form of group %tile
scores.
Benchmark 1 Results: Psychology Area Concentration Achievement Test (ACAT) subtest results in
relation to outcomes for Goal 1: Knowledge Base
2006 2007 2008 2009 2010 2011† 2012 2013-14
Areas of Psychology Tested
group group group group group group group group#
tile
(i.e., ACAT subtests)
%tile %tile %tile %tile %tile %tile %tile
n
= 33
n = 12 n = 4 n = 10 n = 9 n = 11 n = 11 n = 16
Subtest: History & Systems
45*
42*
20*
50
46*
5*
80
73
(Outcome 1: Perspectives in
Psychology)
Subtest: Experimental Design
62
53
58
50
50
62
55
40*
(Outcome 2: Research
Methods)
Subtest: Statistics (Outcome
64
72
48*
41*
60
44*
65
55
3: Statistics)
Physiological (Outcome 4:
71
47*
57
48*
68
54
64
52
Biological Bases)
Human Learning/Cognition
67
66
61
86
67
67
79
76
(Outcomes 5 & 6: Learning &
Cognition)
Developmental (Outcome 7:
53
48*
47*
74
52
5*
65
42*
17
Developmental)
Personality (Outcome 8:
Individual Differences)
Abnormal
(Outcome 9: Psychol.
Disorders & Treatments)
Clinical/Counseling
(Outcome 9: Psychol.
Disorders & Treatments)
Social (Outcome 10: Social
Psychology)
48*
41*
35*
64
41*
20*
76
54
57
63
60
53
59
18*
54
50
54
46*
52
74
74
14*
65
60
56
75
33*
46*
63
39*
58
50
OVERALL PERFORMANCE
59
55
40*
62
59
14*
Note: * indicate benchmarks not met
†
In 2011, computer problems interfered with student performance.
71
52
Benchmark #2
Our second benchmark is that at least 75% of individuals will achieve the 40th percentile or
higher on the subtests representing Outcomes 1, 2, 3, and 7. These outcomes represent
coursework that all psychology majors must take. This was a new benchmark begun in 2012 (as
reflected in the table below). Note that one student’s score was omitted from 2013-14, as her
overall score was at the 1st percentile and she admitted to not trying on the test.
Benchmark 2 Results
Outcome
2006-7† 2008
% at
% at
50th
50th
%tile
%tile
n = 16 n = 10
2010 2011 2012 2013-14
% at
% at
% at
% at
th
th
th
40th
50
50
40
%tile %tile %tile %tile
n = 11 n = 11 n = 16 n = 32
88%
56%* 55%* 0%*
94%
2009
% at
50th
%tile
n=9
Outcome 1: Perspectives in
NA
0%*
Psychology
Outcome 2: Research Methods
75%
50%* 44%* 55%* 72%* 62%* 53%*
Outcome 3: Statistics
69%* 50%* 22%* 55%* 45%* 81%
78%
Outcome 7: Developmental
56%* 50%* 89% 64%* 18%* 69%* 50%*
Notes: * indicate benchmarks not met
† due to small numbers in 2007, these years were combined in previous reports
Benchmark #3
Our third benchmark is that at least 75% of individuals will achieve the 40th percentile or higher
on at least one of the subtests representing each of the course clusters required for psychology
majors. From 2006-12, we had two course clusters. Cluster 1 was P319 Personality, P320
Social, P303 Health, and P324 Abnormal (which represent knowledge Outcomes 8, 9, and 10).
Cluster 2 was P325 Learning, P326 Neuroscience, and P335 Cognition (which represent
knowledge Outcomes 4, 5, and 6). Majors were required to take two courses within each
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cluster. Thus, benchmark 3 was met when at least 75% of the students achieved 40th percentile
or higher on at least one subtest that evaluates each cluster.
Benchmark 3 Results
Outcome
2006-7† 2008
% at
% at
50th
50th
%tile
%tile
n = 16 n = 10
2009
% at
50th
%tile
n=9
2010 2011 2012
% at
% at
% at
50th
50th
40th
%tile %tile %tile
n = 11 n = 11 n = 16
Cluster 1 (1 of the 3 tests at
75%
70%* 78%
91% 45%* 100%
40th percentile or higher)
Cluster 2 (1 of the 2 tests at
81%
90% 100% 82%
91% 100%
40th percentile or higher)
Notes: * indicate benchmarks not met
† due to small numbers in 2007, these years were combined in previous reports
We has since shifted the clusters, first to 3 and then in Fall 2014 to 4 clusters. Thus, we will
begin analyzing the data from the 2013-14 academic year using the cluster requirements that
are taking effect in Fall 2014.
Cluster 1 includes P319 (Personality Psychology) and P320 (Social Psychology). This
represents outcomes 8 (Personality) and 10 (Social) and is assessed using the Personality
and Social ACAT subtests.
Cluster 2 includes P325 (Psychology of Learning) and P335 (Cognitive Psychology). This
represents outcomes 5 (Learning) and 6 (Cognition) and is assessed using the Human
Learning/Cognition ACAT subtest (ACAT combines these into one subtest).
Cluster 3 includes P326 (Behavioral Neuroscience) and P407 (Drugs and the Nervous
System). This represents outcome 4 (Biological Bases) and is assessed using the
Physiological ACAT subtest.
Cluster 4 includes P324 (Abnormal Psychology) or P303 (Health Psychology). This
represents outcome 9 (Psychological Disorders and Treatments) and is assessed using the
Abnormal and Clinical/Counseling ACAT subtests (students are expected to get in at least
the 40th percentile on one of these tests; note that there is no ACAT subtest that directly
assesses the subfield of health psychology).
Thus, for clusters 1 & 4, each paired with two subtests, we determined the percent of students
scoring at or above the 40th percentile (equal to a standard score of 475 or higher) on one of the
two tests. For clusters 2 & 3, each paired with only one subtest, we determined the percent of
students scoring above the 40th percentile on that subtest. Note that in 2013-14, one student’s
score was omitted, as her overall score was at the 1st percentile and she admitted to not trying
on the test.
19
Benchmark 3 Results
Outcome
2013-14
% at
40th
%tile
n = 32
Cluster 1 (1 of the 2 tests at
78%
40th percentile or higher)
Cluster 2 (1 test at 40th
91%
percentile or higher)
th
Cluster 3 (1 test at 40
69%*
percentile or higher)
Cluster 4 (1of the 2 tests at
88%
40th percentile or higher
Notes: * indicate benchmarks not met
Using Assessment for Program Improvement:
As evident from the above data, we are meeting benchmarks in most areas. There are three
specific areas where we have fallen (usually just a bit) short of our benchmark.
1. Research Methods. We did not meet benchmarks #1 and #2 in the area of research methods
(outcome #2). As we have discussed in previous reports, we have made curriculum changes
in which we have replaced one research methods course (PSY P211) with a two-course
sequence (PSY P259 and PSY P355). Our goal is that the first course (PSY P259) will
provide a solid basis in scientific and critical thinking as well as foundational understanding
of basic research concepts. This will be followed by P355, where we can review these
basics and go more in depth in research design. Students began taking P259 in Fall 2013
and we are offering our first section of P355 this semester (Fall 2014). Thus, we hope that
this will improve students’ basic knowledge in the area of research methods and that this
will become evident in future ACAT testing.
2. Development. We also did not meet benchmarks #1 and #2 in the area of development
(outcome #7). We believe one reason this area is lower is that students take the required
development course (P216 Lifespan Development) earlier in their program. A few years
ago we also reviewed a copy of this ACAT subtest and did not think it was well aligned
with what we as faculty emphasize in the course. One possible means of addressing this we
considered was for faculty to try to find ways to emphasize developmental concepts where
appropriate in upper-level courses (e.g., in courses such as learning, cognitive psychology,
personality, abnormal psychology). We are also considering giving students an option of
taking P216 or P316 Child Development. The latter could give those with a strong interest
in the area a more in-depth understanding.
3. Biological Bases. With our newly configured clusters, Cluster 3 now represents courses
exploring the biological bases of psychology. Previously, our students could avoid taking
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such a course. Thus, the fact we are close to our benchmark (69% compared to a benchmark
of 75%) seems positive. Now that all students will be taking either P326 (Behavioral
Neuroscience) or (P407 Drugs and the Nervous System), we expect our scores in this area
to rise in the next couple years.
Continued development of:

Goal 2 Research Methods, Outcome 5 Design basic studies: As stated in our 20132014 report, the P355 Experimental Methods class will be targeted for evidence of
student learning to be used in program assessment. We had thought that the course
would be taught for the first time in Spring 2014, but we did not have enough students
who had completed both prerequisite courses to be able to run the class. That left us
unable to collect any papers to pilot in the August 2014 faculty retreat, contrary to our
original plans.
The course is underway for the first time in its present form in Fall 2014, so changes are
still likely over the next year or so as we examine student response to the course, as well
as student preparedness for the P493-494 Supervised Research in Psychology sequence.
However, it appears that the major project of the class is working well. This project
involves students designing experimental studies in groups, with the instructor
facilitating data collection from a large sample via an internet-based participant
workforce (Amazon MTurk). Each student will complete his or her own data analysis
and write-up of the resulting data, and will have flexibility to state and test a hypothesis
which is somewhat customized (for example, because demographic data is being
collected, a student might choose to incorporate a comparison by specific demographic
group into their group’s overall research question). Such work should allow us to
assess individual student performance on research design at an advanced level. Because
this assignment looks promising in relation to assessment of Goal 2 Outcome 5, we are
collecting P355 final papers this year for examination relative to our criteria stated
above.

Goal 3 Critical Thinking: We had planned in our 2013-2014 plan to develop a rubric
for the assessment of critical thinking, which would be applied to a student assignment
from the P259 Intro to Psychological Inquiry course at the August 2014 faculty retreat.
However, the instructor teaching that course reported that the focus of the course was
still needing to be refined, and that she was still making significant changes in student
assignments to meet its learning objectives. In addition, a second instructor has begun
teaching the course, and takes a distinct approach to its delivery. Therefore, we have
not yet identified an assignment that we feel would allow a valid assessment of critical
thinking in the major. We will continue to discuss this in AY 2014-2015, and if
particular assignments look promising for piloting in the August 2015 retreat, that
evidence may be collected in Spring 2015.

Goal 4 Application: The Psychology faculty discussed possible outcomes,
components, and criteria for this goal at our August 2014 retreat. Our framework is
21
presented above; however, this is only a first draft of these outcomes and components,
so we will probably revisit them in the August 2015 and discuss their appropriateness to
assessment of student work in our new course cluster of P303 Health Psychology and
P324 Abnormal Psychology (a curriculum change that took effect August 1, 2014).
V. Assessment Plan of Student Learning for AY 2014-2015
A. List the student learning outcome(s) you plan to assess and identify approximately when,
where, and how students will demonstrate their achievement of the outcome(s).
We will assess:

Goal 1: Knowledge Base, Outcomes 1-10: As noted, the ACAT will be administered
to students enrolled in the P459 History and Systems course in Fall 2014 and Spring
2015. We will review the data at our August 2015 psychology faculty retreat. All
psychology faculty attend the retreat and will be a part of the discussion of how we
should use this data to inform our programming decisions.

Goal 2 Research Methods, Outcome 5 Design basic studies, and Goal 7
Quantitative Literacy, Outcomes 2, 4, & 5: We will finalize our criteria for these
goals and outcomes, and pilot test these criteria on a sample of deidentified final reports
of research from the P355 Experimental Methods class (sampled from both Fall 2014
and Spring 2015).
B. Resources Needed: Describe any resources (e.g., training, materials) that would be helpful to
you in carrying out your planned assessment activities.
We will continue to need funds for purchase and scoring of enough Psychology Area
Concentration Achievement Tests (ACATs) for each student in History and Systems.
Approximate cost: $17.95 per test X an estimated 40 tests = $718.00.
C. Dissemination of Results: Describe how results are being disseminated to faculty, staff, and
students. Describe any relevant responses of groups receiving this information.
A summary of the data from this report will be sent to Kathy Ross for placed on the IU Kokomo
assessment website, and the report/plan itself will be included as a link on the psychology department
website and will be linked to the assessment website summary.