Assessment Plan
Each semester, the Psychology Department Undergraduate Committee selects a sample of student assessments (papers, exam questions, projects) from senior-level psychology courses and reviews these assessments as one indicator of whether students in the program are meeting departmental learning objectives. The rubric used for this purpose is copied below.
Scoring Rubric: PSYC Assessment Plan, University of Maryland (02/17/06)
| Objective | Assessment Criteria | |||
|---|---|---|---|---|
| Novice/Inadequate | Developing | Proficient/Good | Accomplished/Excellent* | |
| 1. Research Methods: Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation | Does not understand basic principles of research methods | Shows some understanding of research methods but not able to apply knowledge to new problems | Has good foundation in research methods and shows evidence of being able to apply knowledge to new problems | Shows exceptional understanding of research methods that will enable the student to make a scholarly contribution |
| a. Formulate testable hypotheses b Select and apply appropriate methods c. Collect, analyze, interpret, and report data using appropriate statistical strategies d. Recognize limitations in applicability of results e. Demonstrate technological competency and information literacy related to research methods |
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| 2. Critical Thinking: Use creative and critical thinking to solve problems related to the behavior and mental processes | Does not exhibit critical thinking skills | Demonstrates some critical thinking but limited creativity. Still more regurgitation than original interpretation | Demonstrates critical thinking to problem solve with some creativity | Demonstrates exceptional critical thinking skills that will enable the student to make a scholarly contribution |
| a. Use critical thinking effectively b. Engage in critical thinking c. Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals |
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| 3. Communication: Communicate effectively in a variety of formats | Immature/ineffective writing/oral communication | Can communicate main argument in written/oral format but improvement is needed | Developed written/oral communication skills | Demonstrates exceptional written/oral communication skills that will enable the student to publish an article or present at a professional meeting |
| a. Demonstrate effective writing skills b. Demonstrate effective oral communication skills, if applicable c. Demonstrate interpersonal skills |
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| 4. Content: Demonstrate familiarity with the questions that gave rise to content knowledge, a sampling of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology | Minimum understanding of content | Demonstrates some understanding of content | Demonstrates good understanding of content | Demonstrates exceptional knowledge that will enable the student to make a scholarly contribution |
*Accomplished/Excellent category is included to motivate students and to help determine how many of our students meet this high benchmark. It may/may not contribute to our formal assessment.