2013-2014 Annual Program Assessment Report
Please submit report to your department chair or program coordinator, the Associate Dean of your College and the assessment
office by Tuesday, September 30, 2014. You may submit a separate report for each program which conducted assessment activities.
College: Social & Behavioral Sciences
Department: Psychology
Program: Psychology
Assessment liaison: Jill Quilici, Ph.D., Professor, & Scott Plunkett, Ph.D., Professor
1. Overview of Annual Assessment Project(s). Provide a brief overview of this year’s assessment plan and process.
Two SLOs were assessed using direct assessment. Department administrators and faculty were involved in creating and/or editing the
instrument and also in distributing the survey in a freshmen level class, 1st semester junior level class, and last semester senior level capstone.
The results indicated that students in the senior level class were more knowledgeable on both SLOs than students in either freshman or junior
classes.
2. Assessment Buy-In. Describe how your chair and faculty were involved in assessment related activities. Did department
meetings include discussion of student learning assessment in a manner that included the department faculty as a whole?
The chair and faculty were involved in the assessment. Specifically, the assessment plan was discussed in a faculty meeting. After the
questions were developed, they were submitted to the Department faculty for editing and approval. Numerous full-time and part-time faculty
helped distribute the surveys in their class.
3. Student Learning Outcome Assessment Project. Answer items a-f for each SLO assessed this year. If you assessed an additional
SLO, copy and paste items a-f below, BEFORE you answer them here, to provide additional reporting space.
3a. Which Student Learning Outcome was measured this year?
 SLO 1 – Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in
psychology.
 SLO 10 – Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and
values in occupational pursuits in a variety of settings.
3b. Does this learning outcome align with one or more of the university’s Big 5 Competencies? (Delete any which do not apply)
 Information Literacy—Both SLO 1 and SLO 10 seem to align with information literacy.
3c. What direct and/or indirect instrument(s) were used to measure this SLO?
1
For both SLOs, a knowledge survey was developed that had 42 questions (e.g., multiple choice, matching, true/false). Each item was coded as
correct or incorrect. Items of similar content were grouped together to get a percentage of correct answers for each group (i.e., PSY 150, PSY
320, Capstone – see 3d)
3d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different
points) or was a cross-sectional comparison used (Comparing freshmen with seniors)? If so, describe the assessment points used.
At the beginning of the Spring 2014 semester, the surveys were completed in classes by 923 students in PSY 150 (freshmen level class) and
344 students in PSY 320 (junior level class, but the first class in a sequence of classes; thus, this class is often taken by sophomores for native
CSUN students, and first year transfer students). At the end of the Spring 2014 semester, the surveys were completed in classes by 337
students in the Capstone courses (400/senior level).
3e. Assessment Results & Analysis of this SLO: Provide a summary of how the results were analyzed and highlight findings from
the collected evidence.
Chi2 and ANOVAs indicated that students in Capstones had significantly greater knowledge than students in PSY 320 and PSY 150. Also,
students in PSY 320 had significantly greater knowledge than PSY 150. Thus, as students progress in the major, they gained significantly
more knowledge about psychology, career/professional development, and ethics.
ANOVAS with Post Hoc Analyses on Items Collapsed into Four Major Areas (Two for Each SLO)
Psy 150 Psy 320 Capstone F value p value
SLO1
Psychology Content
34.7%ac 47.0%ab 60.3%bc
222.59
.000
Psychology Areas
13.0%ac 37.9%ab 54.6%bc
626.75
.000
SLO10
Psychology Career / Grad Program 36.5%ac 53.1%ab 62.8%bc
233.13
.000
Ethics
15.9%ac 30.6%ab 44.7%bc
215.69
.000
Superscripts indicate statistically significant differences (p < .01)
See the tables on the following pages for the results for each item.
2
Answer
Informed
consent
Assent
Debrief
Confidentiality
Justice
Privacy
Beneficence
Items
Participants enter into the research voluntarily and with adequate information.
Refers to children participating in research voluntarily with adequate information (after a
legal guardian gives permission).
This occurs when a study involves an explanation of the deception or incomplete disclosure
of research goals to participants.
Refers to holding secret all information relating to a person, unless the individual gives
consent permitting disclosure.
Refers to maximizing possible benefits and minimizing possible harms.
Refers to ensuring that the subject/participant is free from unsanctioned intrusion.
Researchers should ensure the welfare of the research participant as a goal of the study.
Item
Which of the following is required to have a medical doctorate (i.e., M.D.) and can prescribe medicine?
(A) Licensed Psychologist, Licensed Marriage & Family Therapist, Psychiatrist (correct),
Psychopharmacologist, Licensed Professional Clinical Counselor, Not sure
Which of the following can not do licensed therapy?
(A) Licensed Clinical Social Worker, (B) School Counselor (correct), (C) Licensed Marriage & Family
Therapist, (D) Licensed Professional Clinical Counselor, (E) All can do therapy, (F) Not sure
Which of the following is not true?
A. Each reference letter should be a signed original. (B) Always seek permission from references before giving
out their names. (C) Thank all references when you accept a new position. (D) Never bad mouth former
employers and colleagues during a job interview. (E) All of the above are true (correct). (F) Not sure
Which of the following is not true about internships? (A) Helps a person get real world experience. (B)
Allows a person to “test out” a career. (C) Can help a person develop relevant skills. (D) Can get university
credit for doing an internship. (E) All of the above are true (correct). (F) Not sure
To become licensed to do therapy in the State of California, how many hours of supervised fieldwork are
required? (A) 500 hours, (B) 750 hours, (C)1000 hours, (D) 3000 hours, (E) 5000 hours, (F) Not sure
Which doctorate degree is more focused on research in psychology? (A) Ph.D., (B) Psy.D., (C) Not sure
Who does not necessarily have diminished autonomy (i.e., does not have the ability to give informed
consent)? (A) Prisoners, (B) Retired individuals, (C) People with developmental disabilities, (D) Children, (E)
All have diminished autonomy, (F) Not sure
3
150
% correct
320
Capstone
Chi2
p
value
17.8%
36.0%
57.6%
193.51
.000
10.7%
18.9%
35.0%
101.03
.000
19.8%
47.7%
81.6%
411.43
.000
31.7%
56.7%
73.6%
194.67
.000
6.0%
18.6%
6.3%
11.0%
33.4%
10.2%
9.2%
45.1%
10.7%
10.38
95.10
9.15
.006
.000
.010
Chi2
p
value
% Correct Answers
150
320
Capstone
20.6%
29.4%
46.6%
83.37
.000
20.6%
29.4%
46.6%
83.37
.000
55.7%
67.7%
81.0%
71.61
.000
64.8%
75.9%
87.2%
65.02
.000
12.2%
24.1%
46.0%
165.8
.000
43.3%
47.1%
60.8%
30.37
.000
2.2%
7%
11.6%
47.41
.000
Answers
Forensic Psychology
Industrial/Organizational
Psych
Humanistic Psychology
Behavioral Psychology
Social Psychology
Human Factors
Evolutionary Psychology
Psychoanalyses
Quantitative Psychology
School Psychology
Clinical Psychology
Consumer Psychology
Educational Psychology
Personality Psychology
Cognitive Psychology
Developmental Psych
Health Psychology
Psychopharmacology
Environmental Psychology
Neuropsychology
4
Items
Applies psychological principles to law, law enforcement, and court procedures.
150
27.0%
% correct
320
Capstone
68.6%
82.5%
Chi2
382.75
p
value
.000
Applies psychological theories and concepts to people and their workplace.
13.4%
35.8%
51.6%
206.52
.000
9.6%
25.9%
43.6%
184.93
.000
5.5%
30.2%
54.6%
378.43
.000
22.9%
57.0%
75.7%
328.58
.000
1.4%
13.4%
27.6%
205.11
.000
6.0%
21.8%
35.6%
177.81
.000
3.0%
12.5%
24.9%
139.57
.000
6.6%
33.7%
56.7%
378.82
.000
17.9%
47.1%
55.2%
203.99
.000
9.9%
28.9%
41.0%
60.5%
58.8%
78.6%
345.66
281.64
.000
.000
17.0%
38.7%
50.4%
156.27
.000
4.2%
17.2%
30.0%
159.64
.000
7.9%
34.9%
59.9%
384.89
.000
9.1%
27.6%
36.5%
143.38
.000
19.5%
47.1%
68.8%
285.91
.000
12.0%
18.2%
44.2%
47.1%
66.5%
63.2%
385.66
257.56
.000
.000
20.6%
53.5%
70.3%
303.03
.000
Emphasizes the full richness of the human experience and expansion of the
human psyche (e.g., self-actualization).
Examines how people learn through processes such as operant and classical
conditioning.
Examines how society and other people influence people’s thoughts, feelings,
behaviors, and relationships.
Examines the relationship between the design of machines and peoples’ needs to
maximize productivity.
Examines useful mental and psychological traits (e.g., memory, perception,
language) as adaptations (i.e., functional products of natural selection)
Focuses on how events during early childhood determine a person's
development, with a strong emphasis on unconscious thoughts/desires and
intrapsychic conflict.
Focuses on measurement, methodology, research design, and analyses.
Focuses on testing and parent/teacher training to help students with emotional or
learning problems.
Focuses on the study, diagnosis, and treatment of mental and behavior disorders.
Studies buying habits and responses to advertising.
Studies how people learn (e.g., individual differences in learning, gifted learners,
learning disabilities, student outcomes, instructional process)
Studies individual differences and sources and consequences of these
differences.
Studies mental processes such as attention, language use, memory, perception,
problem solving, and thinking.
Studies psychological change throughout life.
Studies psychological, biological, and behavioral processes in relation to
physical health and illness.
Studies the effects of drugs on mood, sensation, thinking, and behavior.
Studies the relationship between people and their physical settings.
Studies the structure and function of the brain as they relate to specific
psychological processes and behaviors.
Answer
T
T
F
F
F
T
T
T
T
Items
Psychologists are required to do two years of supervised internship.
The Graduate Record Exam is usually required for admission into a Ph.D. program.
Psychologists are required to do a residency.
Excellent grades are sufficient to get into graduate school.
Personal references (e.g., religious leader, friend in a related field) are very important in the job
search.
In general, a recommendation letter from a full-time faculty is more valuable than a part-time
faculty for graduate school.
Psychology is considered a science because it uses the scientific method to study human or animal
behavior.
Subjects/Participants should always be at liberty to withdraw from experiments
Voluntary consent of the human subject/participant is absolutely essential.
150
37.9%
40.7%
17.0%
28.9%
% correct
320
Capstone
58.4%
72.1%
62.2%
75.7%
34.6%
52.2%
54.1%
65.6%
19.5%
25.0%
37.2%
Chi2
129.39
136.78
160.17
162.21
p
value
.000
.000
.000
.000
27.0%
9.93
.007
46.2%
57.0%
41.03
.000
67.7%
79.9%
87.5%
57.89
.000
55.7%
59.6%
85.2%
85.5%
96.1%
94.4%
239.59
186.73
.000
.000
3f. Use of Assessment Results of this SLO: Describe how assessment results were used to improve student learning. Were
assessment results from previous years or from this year used to make program changes in this reporting year? (Possible
changes include: changes to course content/topics covered, changes to course sequence, additions/deletions of courses in
program, changes in pedagogy, changes to student advisement, changes to student support services, revisions to program SLOs,
new or revised assessment instruments, other academic programmatic changes, and changes to the assessment plan.)
This report will be provided to the department faculty and will be discussed at a faculty meeting to determine how we can use this information
to improve student knowledge. Past assessment results regarding SLO 2 relating to knowledge of research methods were addressed to make
program changes this year. In particular, a group of faculty who teach research methods met and discussed the findings, then came up with a
document which spells out concepts which all faculty teaching research methods need to make sure are covered in their course. This document
is now distributed to all faculty assigned to teach the research methods course.
4. Assessment of Previous Changes: Present documentation that demonstrates how the previous changes in the program resulted in
improved student learning.
Not applicable for this cycle.
5. Changes to SLOs? Please attach an updated course alignment matrix if any changes were made. (Refer to the Curriculum Alignment
Matrix Template, http://www.csun.edu/assessment/forms_guides.html.)
Not applicable to this cycle.
5
6. Assessment Plan: Evaluate the effectiveness of your 5-year assessment plan. How well did it inform and guide your assessment
work this academic year? What process is used to develop/update the 5 year assessment plan? Please attach an updated 5 year
assessment plan for 2013-2018. (Refer to Five Year Planning Template, plan B or C,
http://www.csun.edu/assessment/forms_guides.html.)
In the 2012-2013 assessment cycle, our department adopted new program SLOs. We have developed a new assessment plan this year to work on
assessing these SLOs. The new plan is attached with this report.
7. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your
program? Please provide citation or discuss.
Plunkett, S. W., Saetermoe, C. L., & Quilici, J. L. (2014). Increasing the chances that under-represented students will enter doctoral programs in
mental health. CUR Quarterly, 35(1), 36-42.
8. Other information, assessment or reflective activities or processes not captured above.
6