Document Type

Article

Publication Date

2016

Publication Title

Journal of Assessment and Institutional Effectiveness

Abstract

This paper presents a case study of faculty in a psychology department whose shared questions about pedagogy and learning informed a data-driven curricular review and revision using an open-ended assessment that privileged deep learning. This paper describes the development of this assessment and how its results across the arc of the major led to a revision of the department’s curriculum, including the creation of new courses that focused on developing students’ abilities to ‘think like psychologists.’ The study indicates that faculty intuitions of potential problems in student learning can be successfully assessed and then addressed through curricular changes.

Keywords

assessment, deep learning, psychology, interpretive knowledge

Volume

6

Issue

2

First Page

191

Last Page

211

DOI

10.5325/jasseinsteffe.6.2.0191

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Rights

Licensed to Smith College and distributed CC-BY under the Smith College Faculty Open Access Policy.

Comments

Peer reviewed accepted manuscript.

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