Central Washington University
Assessment of Student Learning
Psychology Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2010-11
Department: Psychology
College: COTS
Program: B.A. Psychology
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for assessing these
outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and
university mission and goals.
Our department continues to believe it is important to assess all ten of our Student Learning Objectives (SLOs) so we can keep track
of whether PSY 200, PSY 489 and the Senior Survey are meeting our assessment needs and whether there is a good match between
PSY 200, PSY 489, the Senior Survey and our Assessment Plan. Please see Appendix 1 “Psychology Student Learning Outcomes
Assessment Plan” for a list of these SLOs and a summary of the related department, college and university mission and goals. Though
we revised our SLOs near the end of the 2010-11 academic year, these SLOs will not be implemented until 2011-12. Therefore, the
current assessment report is based largely on the SLOs used from 2007-08.
In addition to our program SLOs, we were required to assess the following General Education Goal: 3.B Students will achieve
fluency in writing.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the
population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your
assessment results. If appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Psychology Major SLOs: Please see Appendix 1 “Psychology Student Learning Outcomes Assessment Plan” for a summary of the
methods of assessment employed, classes in which students were assessed, and when the assessments took place. This was the first
year that we offered our PSY 200 Introduction to the Psychology Major course. This course is required the first quarter that students
declare their major in psychology. A total of 177 students enrolled in this introductory course in 2010-11. A total of 96 students
enrolled in the PSY 489 Senior Assessment class in 2010-11. Of the 96 students, four students either withdrew from the class or did
not complete any assignments. Therefore, the total number of students used for this report is 92. This class is intended for the last
quarter before a student graduates. This is the fourth year that this class has been offered and the third year where it was a required
class for the majority of the students enrolled (as opposed to an elective class for students under the old major). The MFT was
administered to a total of 93 graduating seniors between Fall 2010 and Spring 2011 (Ellensburg = 66, Des Moines = 27). Ninety-two
graduating seniors took the End-of-Major Senior Survey (Ellensburg = 69, Des Moines = 22, Other = 1). However, two respondents
did not answer any of the questions beyond the first page so the total number of respondents used for this report is 90.
General Education Goal – Writing: In Winter, 2011, a random sample of papers were collected for the writing assessment from two
psychology classes—one general education class (PSY 205, n=12) and one majors class (PSY 300, n=9). The assignment in PSY 205
asked students for personal reflections on a chapter in the text about balancing one’s impulses to care for others with the need to care
for oneself. The assignment in PSY 300 was a research study proposal. Students were not aware that the CWU writing rubric would be
used to evaluate some papers; nor were their grades affected by the use of the rubric. Four judges rated the papers, two for each set of
papers. Papers were rated pass/fail on five categories of writing: Content, Reasoning, Organization, Rhetoric of the Discipline, and
Conventions/Presentation. In addition, each of the separate descriptors within each category were rated pass/fail, with the resulting
ratings aggregated by category.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes
you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or
analysis of the results.
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February 8, 2016
PSYCHOLOGY BACHELOR OF ARTS MAJOR ASSESSMENT
Student Learning Outcomes
Knowledge Base of Psychology:
Demonstrate familiarity with the major
concepts, theoretical perspectives,
empirical findings, and historical trends
in psychology.
Criterion of Mastery
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper rated satisfactory or higher on all
knowledge base items.
Research Methods in Psychology:
Apply basic research methods in
psychology, including research design,
data analysis, and interpretation.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
research proposal or completed research
study rated satisfactory or higher on all
phases of the research process.
Every graduating major will have
experience developing a research project
Critical Thinking Skills in Psychology:
Respect and use critical and creative
thinking, skeptical inquiry, and, when
possible, the scientific approach to solve
problems related to behavior and mental
processes.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper rated satisfactory or higher on all
critical thinking items.
Every graduating major will have
experience developing a research project
Application of Psychology: Apply
psychological principles to personal,
social, and organizational issues.
CWU averages on MFT content areas
consistent with national averages.
PSY 489 survey will indicate that every
graduating student has had the opportunity
to participate in a service opportunity.
February 8, 2016
Assessment Results
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
60th percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
Measurement/ Methodology assessment
indicator percentile rank on MFT was 55th
(weighted mean across all three quarters)
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, 86 out of 90 (95%)
seniors who responded to this item
reported they had developed a research
project
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
60th percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, 86 out of 90 (95%)
seniors who responded to this item
reported they had developed a research
project
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
th
60 percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
In the Senior Survey, 56 out of 90 (62%)
students who responded to this item
reported they had an opportunity to
participate in a service opportunity
2
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
Values in Psychology: Value empirical
evidence, tolerate ambiguity, act
ethically, and reflect other values that are
the underpinnings of psychology as a
science.
CWU averages on MFT content areas
consistent with national averages.
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
th
60 percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
59th percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
Every graduating student will have
completed a human subjects protection
certification course.
In the Senior Survey, 67 out of 90 (74%)
students who responded to this item
reported they had completed the online
human subjects protection certification
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper or presentation rated satisfactory or
higher that reflects appropriate scientific
and ethical values.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Information and Technological
Literacy: Demonstrate information
competence and the ability to use
computers and other technology for
many purposes.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
489 portfolio and reflect upon at least one
paper or presentation rated satisfactory or
higher that demonstrates appropriate use of
technology for statistics, literature review,
graphing, instructional supplement, etc.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Communication Skills: Communicate
effectively in a variety of formats.
CWU averages on MFT content areas
consistent with national averages.
Each student will include in his or her PSY
February 8, 2016
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, 90 out of 90 (100%)
reported they learned about ethical
standards of research and consider ethical
issues when developing a research
proposal
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
th
60 percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
87 of 92 of PSY 489 students (94%)
(based on instructor ratings)
In the Senior Survey, 90 out of 90 (100%)
students who responded to this item
reported they used information technology
in at least one paper or class assignment
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
th
60 percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
92 of 92 PSY 489 students (100%)
3
489 portfolio and reflect upon at least one
paper demonstrating satisfactory APA style.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Each student will make an oral presentation
in PSY 489 on which he or she earns
satisfactory evaluations on all presentation
style items
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Sociocultural and International
Awareness: Recognize and respect the
complexity of sociocultural and
international diversity.
CWU averages on MFT content areas
consistent with national averages.
PSY 489 survey will indicate that every
graduating student has successfully
completed courses that include research on
sociocultural influences on behavior and
attitudes toward diverse groups.
Personal Development: Develop insight
into their own and others’ behavior and
mental processes and apply effective
strategies for self-management and selfimprovement.
Each student will make a personal mission
statement presentation in PSY 489.
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
(Need to add this criteria for the Senior
Survey in the Assessment Plan)
Career Planning and Development:
Pursue realistic ideas about how to
implement their psychological
knowledge, skills, and values in
occupational pursuits in a variety of
settings.
February 8, 2016
(based on instructor ratings)
In the Senior Survey, 90 out of 90 (100%)
students who responded to this item
reported they wrote at least one
satisfactory paper in APA style
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, 86 out of 90 (95%)
students who responded to this item
reported they made a satisfactory oral
presentation in at least one class.
59th percentile rank overall on MFT
(subscale range from 50th to 71st)
60th percentile rank for Ellensburg majors
overall (N=66; subscale ranges from 45th
to 74th)
th
59 percentile rank for Des Moines majors
overall (N=27; subscale ranges from 48th
to 71st)
In the Senior Survey, 89 out of 90 (98%)
who responded to the item reported they
took a class that covered sociocultural
influences on behavior and attitudes
toward diverse groups
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
In the Senior Survey, students were asked
to rate how well the psychology major
helped them develop insight into their own
and others’ behavior and mental processes.
On a scale of 1 (lowest) to 7 (highest),
students gave a mean rating of 5.84.
Senior survey will indicate that all students
were assigned to an advisor and were
advised at entry to major and registration
hold points.
In the Senior Survey, 86 out of 90 (95%)
reported they had a Psychology Dept.
advisor. Advised at entry to major = 72
out of 90 (80%). Advised at registration
hold points = 49 out of 90 (54%)
Each student will make a PSY 489
presentation rated satisfactory or higher on
an applied psychological theme, career
opportunity related to psychology, or a
graduate program in psychology.
92 of 92 PSY 489 students (100%)
(based on instructor ratings)
4
GENERAL EDUCATION: WRITING ASSESSMENT
Student Learning Outcome for
PSY 205 (General Ed course):
Reflect upon and express elements of
one’s identity.
Criterion of Mastery:
No criterion of mastery identified
within the course or on the CWU
Writing Rubric
Assessment Results:
See Table 1 below:
Table 1. Pass Rates and Interrater Agreement on a Sample of Papers from PSY 205 in
Winter, 2011 Using the CWU Writing Rubric
N=12
Categories
Content
Reasoning
Organization
Rhetoric of the Discipline
Conventions and Presentation
PP
9
7
7
9
6
38
FF
0
2
1
3
0
6
PF
3
3
4
0
6
16
Agreement
75.00%
75.00%
66.67%
100.00%
50.00%
73.33%
Pass Rates
75%
58%
66%
75%
50%
PP
26
19
20
15
22
102
FF
6
11
5
7
2
31
PF
3
10
9
2
11
35
Agreement
91.43%
75.00%
73.53%
91.67%
68.57%
79.17%
Pass Rates
74%
47%
59%
62%
63%
Specific Items
Content
Reasoning
Organization
Rhetoric of the Discipline
Conventions and Presentation
February 8, 2016
5
Student Learning Outcome for
PSY 300 (Major course):
Write professionally using
APA style.
Criterion of Mastery:
No criterion of mastery identified
within the course or on the CWU
Writing Rubric
Assessment Results:
See Table 2 below:
Table 2. Pass Rates and Interrater Agreement on a Sample of Papers from PSY 300 in
Winter, 2011 Using the CWU Writing Rubric
N=9
Categories
Content
Reasoning
Organization
Rhetoric of the Discipline
Conventions and Presentation
PP
5
4
4
3
4
20
FF
2
3
2
4
2
13
PF
2
2
3
2
3
12
Agreement
77.78%
77.78%
66.67%
77.78%
66.67%
73.33%
Pass Rates
55%
44%
44%
33%
44%
PP
18
14
12
13
9
66
FF
6
13
6
12
4
41
PF
3
7
9
11
14
44
Agreement
88.89%
79.41%
66.67%
69.44%
48.15%
70.86%
Pass Rates
66%
41%
44%
36%
33%
Specific Items
Content
Reasoning
Organization
Rhetoric of the Discipline
Conventions and Presentation
Conclusions based on Assessment Results: BA Psychology

Based on instructor ratings of portfolios in PSY 489 and/or student feedback, our program is continuing to do an excellent
job of requiring students to 1) use APA style in at least one paper (100%), 2) use information technology in at least one paper
or class assignment (100%), 3) develop at least one research project/proposal (95%-100%), 4) learn about ethical standards of
research and consider ethical issues when developing a research proposal (100%), and 5) give a presentation on an applied
psychological theme, career opportunity related to psychology, or a graduate program in psychology (95%-100%). We were
also very successful at 1) requiring students to complete a written reflection of a paper where they demonstrated a satisfactory
knowledge base in psychology (100%), critical thinking skills (100%), and appropriate scientific and ethical values (100%),
and 2) exposing students to classes that include research on sociocultural influences on behavior and attitudes toward diverse
groups (98%).
 We have some room for improvement in ensuring that every graduating student will have completed a human subjects
protection certification course (74%). However, if students completed a research methods course elsewhere and transferred to
CWU, they may not be exposed to this requirement covered in our PSY 300, Research Methods course.
 Overall, our psychology graduates performed slightly above average on nearly all areas of the MFT, in comparison to a
national sample of 19 universities. Though we met our mastery criterion (comparable to national average), our overall
percentile rank this year was markedly lower than last year (59 th percentile vs. 70th percentile). However, the MFT changed in
2010, making comparisons with prior years problematic. In addition, because of the change in 2010, the normative sample for
this year’s MFT was much smaller (19 vs. 332 institutions of higher learning). The normative sample prior to 2010 was based
on an accumulation of six years of data. Therefore, all we can really conclude is that we are on par with the current national
sample (small as it is) and that results from subsequent years can be compared with this year, but nothing prior to 2010.
 This is the third year where we analyzed the MFT results separately by location. Psychology majors from both locations
performed very similarly on both the total test score and the subtest scores. This finding is in contrast to MFT results for the
two prior years where Ellensburg majors performed consistently higher than the Des Moines majors.
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February 8, 2016


As with the past three years, we need to do a better job making students aware of service learning opportunities available to
them. Only 62% of the respondents to the Senior Survey reported that they had an opportunity to participate in a service
learning opportunity within the department. Though this number is disappointing, it is an improvement over last year where
only 50% responded affirmatively to this question.
While 95% of our graduating seniors reported being assigned an advisor in psychology, only 80% reported meeting with a
psychology advisor when they applied for the major and only 54% reported meeting with an advisor at registration hold
points. Considering ALL psychology majors are assigned an advisor and all are supposed to meet with an advisor when they
apply to the major and at their registration hold of 115 credits, these numbers suggest we are not doing a good enough job of
making students aware of advising services within the department and encouraging them to use these services.
Conclusions based on Assessment Results: General Education Writing Goal


Although overall agreement rates were in the 70-80% range, a review of agreements within categories reveals either the need
for greater clarity in the criteria for some of the pass-fail anchors on the rubric or the need for additional training in its use.
The numbers are most alarming for the major class (PSY 300) where pass rates (as agreed to by both judges) ranged from
33% - 55% on categories and from 33% - 66% on specific items. Even though the writing assignment in PSY 300 was
considered much more difficult than the one in PSY 205 (General Education class), we would still expect students in PSY
300 to score higher than those in PSY 205.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they are related to
results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will
the department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.)?
Plans based on Assessment Results: BA Psychology

The Psychology department will be implementing a number of changes in our assessment strategies, beginning Spring, 2012.
Most of these changes are a result of recommendations made in the 2009-2010 Assessment Report. Note: Because these new
assessment strategies are much more detailed, rigorous and precise than our previous measures, we expect that the
percentage of students who meet our goals in 2011-2012 will decrease, in comparison to earlier years. Following are some
of these changes:
 The Psychology BA Assessment Plan has been revised. However, a recent discussion within the department
revealed that further revisions are still needed to ensure that the responsibility for assessment is distributed in an
equitable manner across the faculty and the major courses. Our plan is to complete the additional revisions during
winter quarter 2012, so that the revised plan can be implemented spring quarter.
 Psychology majors will now be expected to complete at least 10 hours on one or more community or research
service projects in areas related to psychology. They will be encouraged to work through CWU’s Civic Engagement
Center or its Academic Service Learning Program to arrange for and complete this work. They will be required to
have the principal investigator(s) or community service agency representative(s) confirm their participation by
completing and signing an “Affirmation of Service or Research Assistant Experience” form.
 Seven new scoring rubrics (and instructions for their use) were developed to assist in the evaluation of seven of the
ten SLOs. The rubrics will be further refined by small groups of faculty during winter quarter 2012, so that we can
start using them during spring quarter.
 Instructors for PSY 300 will be asked to evaluate each student’s research paper using a rubric that measures
Research Methods
 Instructors for Group IV classes (PSY 460 and 473) will evaluate students using a rubric measuring Critical
Thinking Skills.
 Instructors for Group II classes (PSY 310, 313 and/or 346) will require students to debate a topic in small
groups and will then evaluate their performance using two rubrics – one measuring Values in Psychology
and the other measuring Communication Skills.
 Instructors in PSY 489 will evaluate student performance using two rubrics. One rubric will measure
Personal Development by reviewing students’ self-ratings of personal growth and the examples they
provide to illustrate their ratings. The second rubric will measure Career Planning and Development by
evaluating each student’s personal statement intended for a job or graduate school application.
 The department still needs to decide in which class(es) the remaining rubric measuring Sociocultural and
International Awareness will be completed.
 Instructors in PSY 200 will preview all of the SLOs and inform students of their responsibilities with regard to
maintaining papers and other materials that will be required documentation. They will also prepare students for the
Personal Development activity they will be expected to engage in in PSY 489.
 Students in PSY 200 and PSY 489 are all required to complete the new Psychology Major Exam. Though this was required in
Winter and Spring of 2011, there were not enough students who had taken the test in both classes to do a comparison.
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February 8, 2016

However, we did conduct a t test for independent groups. PSY 200 students had a mean score of 26 with a standard deviation
of 5.191. PSY 489 students had a mean score of 30.96 with a standard deviation of 6.251. The resulting t score = -3.698, p
<.001. Therefore, students at the end of the major (PSY 489) scored significantly higher than those at entry to the major (PSY
200).
We plan to include a brief summary of the Assessment Report in the Psychology department’s winter newsletter. We will
also have the entire report available on our department webpage.
Plans based on Assessment Results: General Education Writing Goal

In Winter, 2012, the department plans to continue evaluating a sample of papers (those representing every sixth student on
the class enrollment list) for at least one section each of PSY 205 and PSY 300, using the university’s writing rubric. We
hope that this additional assessment information will help us develop a larger, more reliable database from which to make
recommendations regarding writing within the major.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on previous
assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods.




During the 2010-2011 academic year, the department assessment committee made significant revisions to the Assessment
Plan for the BA psychology major. The student learning objectives remained the same, but the methods of assessment
changed. Specifically, a series of new rubrics were developed to assess student mastery of the SLOs. The descriptions of who
was assessed and when were also revised. In addition, the standards of mastery/criterion of achievement were revised to
reflect the new rubrics.
The assessment committee was also instrumental in the development of a Psychology Major test to be administered at entry
to the major (PSY 200) and at the end of the major (PSY 489). The Psychology Major test was piloted with a small group of
students in Fall 2010 and was revised based on the results of the pilot. It was then administered online to all students in PSY
200 and PSY 489 during Winter 2011 and Spring 2011.
The Senior Survey was revised as an online survey (through Survey Monkey) to help with collection and summarization of
student ratings.
The content of the Senior Survey was also revised to reflect the recommendations from last year’s report. For example,
rather than asking students whether or not they had experience using technology in their major classes, this question was
broken down into two questions, one regarding the use of electronic databases and one on the use of Blackboard. Questions
were also added to assess the factors that influence students’ decision to major in psychology, students’ satisfaction with
different aspects of the major, and students’ experience and satisfaction with online psychology courses.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
NA
February 8, 2016
8
Appendix 1
Psychology Student Learning Outcomes Assessment Plan
Program: B. A. in Psychology (45 and 60 credit majors)
Our Student Learning Outcomes are informed by the standards of the American Psychological Association for the undergraduate
psychology major*
Goals 1-5 are discipline-specific goals and goals 6-10 are general education goals for psychology students.
Student
Learning
Outcomes
1. Knowledge
Base of
Psychology:
Demonstrate
familiarity with the
major concepts,
theoretical
perspectives,
empirical findings,
and historical trends in
psychology.
2. Research
Methods in
Psychology:
Apply basic research
methods in
psychology, including
research design, data
analysis, and
interpretation.
February 8, 2016
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
ETS Major Field
Test taken by
graduating seniors.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 301, Learning
PSY 460, Cognitive
Psychology
PSY 461, History and
Systems of Psychology
PSY 478, Physiological
Psychology
PSY 489, Senior
Assessment
All cluster classes.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
9
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
knowledge base items.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one research proposal
or completed research study
rated satisfactory or higher
on all phases of the
research process.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
3. Critical
Thinking Skills
in Psychology:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Course grades for
psychology majors
Goal 4. Support
involvement of
undergraduate and
graduate students in
psychological
research
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Respect and use
critical and creative
thinking, skeptical
inquiry, and, when
possible, the scientific
approach to solve
problems related to
behavior and mental
processes.
4. Application
of Psychology:
Apply psychological
principles to personal,
social, and
organizational issues.
ETS Major Field
Test taken by
graduating seniors.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper rated
satisfactory or higher on all
critical thinking items.
Every graduating major
will have experience
developing a research
project
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
8. Serve as a center
for psychological
and educational
services to the
community and
region
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
February 8, 2016
Method(s) of
Assessment
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
ETS Major Field
Test taken by
graduating seniors.
Success in placing
students in desired
graduate programs or
careers.
University alumni
surveys
PSY 101, General
Psychology
PSY 301, Learning
and cluster classes,
especially
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 444, Tests and
Measurements
PSY 445, Clinical,
Counseling and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
10
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Quarterly PSY
489, Senior
Assessment
includes
portfolio
review.
PSY 489 survey will
indicate that every
graduating student has had
the opportunity to
participate in a service
opportunity.
Post-graduation
for alumni
surveys
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
Student
Learning
Outcomes
5. Values in
Psychology:
Value empirical
evidence, tolerate
ambiguity, act
ethically, and reflect
other values that are
the underpinnings of
psychology as a
science.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
6. Information
and
Technological
Literacy:
Demonstrate
information
competence and the
ability to use
computers and other
technology for many
purposes.
February 8, 2016
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Method(s) of
Assessment
Course grades for
psychology majors
Completion of
human subjects
protection
certification course
Goal V: Achieve
regional and national
prominence for the
university.
ETS Major Field
Test taken by
graduating seniors.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
presentation.
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
Confirm use of
online resources for
research papers and
literature reviews
Confirm use of
computer statistical
packages and lab
simulation software
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 300, Research
Methods in
Psychology,
PSY 362, Introductory
Statistics,
PSY 363, Intermediate
Statistics
PSY 489, Senior
Assessment includes
senior survey, portfolio
review.
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 363, Intermediate
Statistics
PSY 461, History and
Systems of Psychology.
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
11
Every graduating student
will have completed a
human subjects protection
certification course.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
reflects appropriate
scientific and ethical
values.
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper or
presentation rated
satisfactory or higher that
demonstrates appropriate
use of technology for
statistics, literature review,
graphing, instructional
supplement, etc.
Student
Learning
Outcomes
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
7.
Communication
Skills:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Communicate
effectively in a variety
of formats.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Achieve
regional and national
prominence for the
university.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
senior survey.
Who Assessed
(Only major core and
cluster courses are
shown)
PSY 300, Research
Methods in
Psychology,
PSY 301, Learning
PSY 461, History and
Systems of Psychology
PSY 489, Senior
Assessment
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
Each student will include in
his or her PSY 489
portfolio and reflect upon at
least one paper
demonstrating satisfactory
APA style.
Write research and
literature review
papers in APA style
Each student will make an
oral presentation in PSY
489 on which he or she
earns satisfactory
evaluations on all
presentation style items
University alumni
surveys
SEE ALUMNI SURVEY
8. Sociocultural
and
International
Awareness:
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Recognize and respect
the complexity of
sociocultural and
international diversity.
Goal 6. Pursue
diversity goals in
attracting women
and minority
students and faculty
members.
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
February 8, 2016
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
Count students
participating in
international studies,
service learning and
campus activities
with diverse groups.
Includes
psychological
diversity.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry
ETS Major Field
Test taken by
graduating seniors.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment and
senior survey.
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 449, Abnormal
Psychology
PSY 456, Industrial and
Organizational
Psychology
12
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
PSY 489 survey will
indicate that every
graduating student has
successfully completed
courses that include
research on sociocultural
influences on behavior and
attitudes toward diverse
groups.
Student
Learning
Outcomes
9. Personal
Development:
Develop insight into
their own and others’
behavior and mental
processes and apply
effective strategies for
self-management and
self-improvement.
10. Career
Planning and
Development:
Pursue realistic ideas
about how to
implement their
psychological
knowledge, skills, and
values in occupational
pursuits in a variety of
settings.
Related
Departmental/
Program
Goals
Related College
Goals
Related
University
Goals
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal 3. Promote
excellence in
learning to prepare
students for careers
and advanced study
Goals I & II: Maintain
and strengthen an
outstanding academic
and student life at all
sites
Goal III: Provide for
outstanding graduate
programs that meet
focused regional needs
and achieve academic
excellence.
Goal V: Build
partnerships that with
private, professional,
academic,
government, and
community-based
organizations.
Goal V: Achieve
regional and national
prominence for the
university.
Method(s) of
Assessment
Course grades for
psychology majors
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes portfolio
assessment,
presentation, and
personal mission
statement.
University alumni
surveys
Goals I & II:
Maintain and
strengthen an
outstanding
academic and student
life at all sites
Course grades for
psychology majors
Goal V: Achieve
regional and national
prominence for the
university.
PSY 489, Senior
Assessment taken by
graduating seniors.
Includes career and
graduate school
orientation
ETS Major Field
Test taken by
graduating seniors.
Record student
advising and student
placement in desired
graduate programs or
careers.
Who Assessed
(Only major core and
cluster courses are
shown)
When
Assessed
Standard of
Mastery/ Criterion
of Achievement
PSY 101, General
Psychology
PSY 313,
Developmental
Psychology
PSY 346, Social
Psychology
PSY 449, Abnormal
Psychology
PSY 460, Cognitive
Psychology
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
SEE ALUMNI SURVEY
PSY 101, General
Psychology
PSY 300, Research
Methods in Psychology
PSY 445, Clinical
Counseling, and
Community
Psychology
PSY 456, Industrial and
Organizational
Psychology
PSY 489, Senior
Assessment
Quarterly in
courses
All graduates’ major GPA
at or above 2.25
End of major
for MFT, PSY
489
CWU averages on MFT
content areas consistent
with national averages.
Post-graduation
for alumni
surveys
SEE ALUMNI SURVEY
Each student will make a
personal mission statement
presentation in PSY 489.
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
PSY 489 survey will
indicate that all students
were assigned to an advisor
and were advised at entry to
major and registration hold
points.
Each student will make a
PSY 489 presentation rated
satisfactory or higher on an
applied psychological
theme, career opportunity
related to psychology, or a
graduate program in
psychology.
University alumni
surveys
*Task Force on Undergraduate Psychology Major Competencies. (2002, March) Undergraduate Psychology Major Learning Goals and Outcomes: A Report. Washington, DC: American
Psychological Association Board of Educational Affairs. Downloaded November 26, 2007 from http://www.apa.org/ed/pcue/taskforcereport2.pdf.
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