For Better or for Worse: Using an Objective Program Assessment Measure to Enhance an Undergraduate Psychology Program

2010 ◽  
Vol 37 (4) ◽  
pp. 252-256 ◽  
Author(s):  
Beverly Dolinsky ◽  
John M. Kelley
Keyword(s):  
Program Assessment ◽  
Assessment Measure ◽  
Undergraduate Psychology ◽  
Psychology Program ◽  
Objective Program

Planning, Implementation, and Process Monitoring for Prehospital 12-Lead ECG Diagnostic Programs

1996 ◽  
Vol 11 (3) ◽  
pp. 162-171 ◽  
Author(s):  
Tom P. Aufderheide ◽  
Dean J. Kereiakes ◽  
W. Douglas Weaver ◽  
W. Brian Gibler ◽  
Maarten L. Simoons
Keyword(s):  
Process Monitoring ◽  
Program Assessment ◽  
Successful Implementation ◽  
Development Education ◽  
Inservice Education ◽  
Care Community ◽  
Diagnostic Strategies ◽  
Protocol Development ◽  
Planning Implementation ◽  
Objective Program

AbstractPrehospital 12-lead electrocardiographic (ECG) diagnostic strategies have been proven feasible and effective, provided they are designed and implemented properly. The authors of this communication have expended considerable time and effort in determining appropriate planning, implementation, and process monitoring necessary for successful implementation of a variety of prehospital diagnostic strategies. Many of these issues may not be obvious to an emergency medical services (EMS) director initiating a 12-lead ECG program. This level of attention to protocol development, education, training, inservice education, coordination of the health-care community, objective program assessment, monitoring and continuos quality improvement can serve as a model for other diagnostic EMS programs that may develop as an expanded role for EMS.

Assessing Outcomes in an APA Goals-Benchmarked Undergraduate Psychology Program

2009 ◽  
Author(s):  
Albert Tuskenis ◽  
Jean Johnson ◽  
Glenna Howell ◽  
Kim Jaroszewski
Keyword(s):  
Undergraduate Psychology ◽  
Psychology Program

scholarly journals The Road to Redemption: Reclaiming the Value in Assessment Retention Exams

2015 ◽  
Vol 15 (5) ◽  
pp. 64-71
Author(s):  
Trey Stohlman
Keyword(s):  
Assessment Tool ◽  
Program Assessment ◽  
Faculty Members ◽  
Learning Objectives ◽  
The Road ◽  
Indirect Measures ◽  
Assessment Measure ◽  
Student Learning Objectives ◽  
Current Standards ◽  
Meaningful Data

A good assessment plan combines many direct and indirect measures to validate the collected data. One often controversial assessment measure comes in the form of retention exams. Although assessment retention exams may come with faults, others advocate for their inclusion in program assessment. Objective-based tests may offer insight to instructors about course objectives that students comprehend well and other concepts that need more attention. This research shows that using retention exams as an assessment measure can generate useful and meaningful data for both the students and the program. Students can learn strengths and weaknesses based on scores. Faculty and programs can learn where gaps may exist within the program. But, whenever a program decides to use retention exams as an assessment tool, faculty members need to be included in the process. Discussions about content need to occur constantly. Exams need to consistently reflect current standards and student learning objectives. And faculty need to stay involved in the process to know exactly where any inconsistencies may lie within their courses, and how they contribute to the students’ overall experience within the program.

Evaluation of an Undergraduate Psychology Program: Occupational and Personal Benefits

1988 ◽  
Vol 15 (3) ◽  
pp. 119-123 ◽  
Author(s):  
M. Y. Quereshi
Keyword(s):  
Bachelor's Degree ◽  
Undergraduate Program ◽  
Male And Female ◽  
Item Questionnaire ◽  
Psychology Curriculum ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Psychology Program ◽  
Professional Fields

A 30-item questionnaire completed by 272 psychology graduates from Marquette University, between May 1973 and May 1983, provided an updated evaluation of the undergraduate program. This study investigated: (a) differences between male and female graduates, (b) graduates' evaluation of the psychology curriculum and faculty, and (c) occupational benefits of the psychology major for those who pursued graduate work in psychology or professional fields and for those who sought employment with the terminal bachelor's degree. Results of this study are compared with those of other alumni surveys published between 1961 and 1987.

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