Using Action Verbs As Learning Outcomes in Introductory Psychology

2011 ◽  
Author(s):  
Jeffrey S. Nevid ◽  
Nate Mcclelland ◽  
Amy Pastva
Keyword(s):  
Learning Outcomes ◽  
Introductory Psychology ◽  
Action Verbs

The Introductory Psychology Census: A National Study

2021 ◽  
Author(s):  
Aaron S. Richmond ◽  
Guy Boysen ◽  
Danae Hudson ◽  
Regan A. R. Gurung ◽  
Karen Naufel ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
American Psychological Association ◽  
The United States ◽  
Introductory Psychology ◽  
National Study ◽  
Psychology Programs ◽  
Current State ◽  
Working Groups ◽  
Training And Support

Nearly all undergraduate psychology programs in the United States (99%) offer an Introductory Psychology (IP) course (Norcross et al., 2016). Yet, there is a surprising dearth of information relating to the learning outcomes and course designs employed in IP, nor is information readily available regarding the training and support of those who teach it. Over the past 12 years, American Psychological Association (APA) working groups have made recommendations intended to strengthen IP but no empirical data are available concerning the efficacy or impact of those recommendations. This national census of IP instructors, conducted by APA’s Introductory Psychology Initiative (IPI), surveyed instructors of the course nationally to investigate how past IP recommendations have been implemented and to develop a baseline understanding of the current state and structure of the IP course. The census was structured in four parts, paralleling the four subgroups of the IPI: Student Learning Outcomes and Assessment; Course Models and Design; Teacher Training and Development; and Student Success and Transformation. We provide an overview of who teaches the course, how it is taught, how instructors’ teaching skills are developed and supported, and the extent to which evidence-based learning strategies are incorporated into the IP course.

Assessing student learning outcomes in introductory psychology.

2022 ◽  
pp. 81-112
Author(s):  
Jane S. Halonen ◽  
Jennifer L. W. Thompson ◽  
Kristin H. Whitlock ◽  
R. Eric Landrum ◽  
Sue Frantz
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Introductory Psychology

scholarly journals LEARNERS’ COGNITIVE LEVEL: LEARNING OUTCOMES BASED ANALYSIS

2018 ◽  
Vol 7 (2) ◽  
pp. 131-139
Author(s):  
Muhammad Saifuddin ◽  
Dwi Nurcahyani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Cognitive Level ◽  
Proper Action ◽  
Outcome Set ◽  
Action Verbs ◽  
Collection Methods

This study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the TOEFL subject matter. Using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. The investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is in relation to learning taxonomy and whether the learning outcomes was attainable or not. This study used two different data collection methods, they were textual analysis of learning outcomes and observation. The analysis referred to analyzing the currect syllabus used in TOEFL teaching and learning process while the observations were conducted during the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. As a result, it was revealed that the the designed syllabus was not well formulated in terms of performance objectives. In relation to cognitive domain, the objectives did not use proper action verbs that it discouraged to unreachable learning outcome. In fact, the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level.  

Measuring meaningful learning in introductory psychology: The IPI student learning outcomes.

2022 ◽  
pp. 57-80
Author(s):  
Jane S. Halonen ◽  
Jennifer L. W. Thompson ◽  
Kristin H. Whitlock ◽  
R. Eric Landrum ◽  
Sue Frantz
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Meaningful Learning ◽  
Student Learning Outcomes ◽  
Introductory Psychology

You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic

2020 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Arianna Stone
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Introductory Psychology ◽  
Online Assessment ◽  
Science Student ◽  
Final Exam ◽  
Student Preferences ◽  
The World

Colleges and universities around the world switched to remote teaching in early 2020. In this study we assessed the experiences of students who experienced different operationalizations of remote teaching during the first full term of instruction during the COVID pandemic. Students (N = 649) in 11 sections of Introductory Psychology participated in an online assessment of their learning after completing their final exam. We examined the level of alignment between student preferences (e.g., for synchronous lectures) with the format of the classes they were in (e.g., featuring synchronous lectures) and used this measure of fit (aligned, misaligned, no preference) and students’ modality based self-efficacy as predictors of learning. Self-efficacy predicted final exam scores and students’ ratings of the skills learned, value of science, student learning outcomes, class behaviors, and attitudes toward their class. Fit predicted differences in attitude and class related behaviors (e.g., studying). Self-efficacy also predicted the extent to which students changed their learning behaviors during the pandemic. Our results provide educators with key ways to prepare for additional remote teaching.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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