Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2012-2013
Department: Psychology
College: COTS
Program: M.S. Applied Behavior Analysis
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.
The student learning outcomes for the Applied Behavior Analysis program as well as a summary of the related
department, college, and university goals are shown in Appendix 1. Because the Applied Behavior Analysis
program was approved as a degree program by Faculty Senate in October 2013, there are currently no previous
assessment data to report. As such, this report will focus on providing an overview of the manner in which the seven
SLOs for the Applied Behavior Analysis program will be assessed in future years. There are four main areas
included in the Applied Behavior Analysis SLOs:
1) Competency in academic content areas required by the Behavior Analysis Certification Board (BACB).
Students will demonstrate mastery of material included in the BACB’s current coursework Task List (4 th
edition). The Task List includes content related to Basic Behavior Analytic Skills (SLO Goal #1), ClientCentered Responsibilities (SLO Goal #2), and Foundational Knowledge (SLO Goal #3).
2) Mastery of clinical skills. Students will demonstrate the ability to apply the knowledge from the BACB Task
List in an applied setting (SLO Goal #4).
3) Professionalism. Students will demonstrate appropriate professional skills both as a student in classes on
campus as well as during internships in applied settings in the community. (SLO Goal #5).
4) Competency in Research. Students will demonstrate competency in research through formulation and
execution of a thesis project (SLO Goal #6) and attendance or participation at professional behavior analytic
conferences (SLO Goal #7).
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?
Please refer to Appendix 1 which identifies the student learning outcomes for the Applied Behavior Analysis
program for a summary of the methods of assessment to be employed, which students will be assessed, and when the
assessments will take place. There are currently two 1st year students enrolled in the program. The 1 st year students
were assessed in relation to professionalism (SLO Goal #5) at the end of Fall quarter 2013. Professionalism was
assessed using a Likert-type scale evaluating several areas related to professional development (see Appendix 2).
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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1
Student Learning Outcomes
1. Students will demonstrate mastery in the
core content areas of Applied Behavior
Analysis that supports the development of
competence across Basic Behavior
Analytic Skills Sub-area as defined by the
BACB’s BCBA Task List.
Basic Behavior Analytic Skills
•Measurement
•Experimental Design
•Behavior Change Considerations
•Specific Behavior Change Procedures
•Behavior Change Systems
Criterion of Mastery
Non Academic Criteria
All students will earn a
score of 80% or higher on
the Basic Behavior-Analytic
Skills subsection of the
Posttest.
Assessment Results
No data regarding grades for the
current 1st year students are yet
available, and the post-test related to
the BACB Task List items has not yet
been administered.
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
Academic Criteria
Cumulative GPA above 3.0
and no grade lower than a B
in all required and elective
courses.
2. Students will demonstrate mastery in the
core content areas of core content areas of
Applied Behavior Analysis that supports
the development of competence across
Client Centered Responsibilities Sub-area
as defined by the BCBA Task List.
Non Academic Criteria
Client-Centered Responsibilities
•Identification of the problem
•Measurement
•Assessment
•Intervention
•Implementation, management and
Supervision
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
3. Students will demonstrate mastery in
the core content areas of core content areas
of Applied Behavior Analysis that
supports the development of competence
across Foundational Knowledge Sub-area
as defined by the BCBA Task List.
Foundational Knowledge
• Philosophical Assumptions
• Verbal Operants
• Measurement Concepts
• Mastery of specific aspects of
Foundational Knowledge
All students will earn a
score of score of 80% or
higher on the Client
Centered Responsibilities
subsection of the Post-Test.
No data regarding grades for the
current 1st year students are yet
available, and the post-test related to
the BACB Task List items has not yet
been administered.
Academic Criteria
Cumulative GPA above 3.0
and no grade lower than a B
in all required and elective
courses.
Non Academic Criteria
All students will earn a
score of core of 80% or
higher on the Foundational
Knowledge subsection of
the Post-Test.
No data regarding grades for the
current 1st year students are yet
available, and the post-test related to
the BACB Task List items has not yet
been administered.
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
Academic Criteria
Cumulative GPA above 3.0
and no grade lower than a B
in all required and elective
courses.
4. Students will demonstrate mastery in
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Non-Academic Criteria
2
No data regarding internship
area of application of BCBA Task List
principles and skills in at least one applied
setting.
100% of the students will
receive a positive PSY 590
evaluation.
• Collaboration with other professionals
• Functional Behavioral Assessments
• Task analyses
• Develop and implement data sampling
and data collection/maintenance systems
• Design and implement behavioral
interventions
• Ensure human protections
• Assess Procedural Integrity
• Develop professional communication
skills
• Staff/parental training
• Identify ethical principles in practice
5. Students will demonstrate professional
work characteristics and dispositions
appropriate to the field of Applied
Behavior Analysis.
Successful completion of a
minimum of 30% of new
items on the ABA program
Internship Performance
Review.
Non-Academic Criteria
100% of students in the
ABA program will meet the
individual criteria listed
below by the end of the first
year.
Total scores above 85% on
the total checklist for each
student.
A minimum of 3 on the
individual items on the
checklist.
performance are available for the
current 1st year students as internship is
completed during the second year of
study.
First year students were evaluated at
the end of Fall quarter 2013 using the
“ABA Professional Behavior and
Disposition Survey”. Both current 1st
year students were rated as satisfactory
or better, which is indicated by a rating
of 3 or higher on the survey. The mean
students rating for Fall 2013 was 3.23.
100% of students in the
ABA program will meet the
individual criteria listed
below by the end of the
second year.
Scores above 90% on the
total checklist for each
student
A minimum of 4 on the
individual items on the
checklist.
6. Students will demonstrate competence
in basic or applied research including:
•The ability to write using the appropriate
language and format of the discipline
•To formulate a viable research question
• To summarize the literature relevant to a
specific research question.
•To design and implement an experimental
research design
•To gather and analyze data using
appropriate analytical methods
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Academic Criteria
80% of students leaving the
program will have
completed the following:
Successful completion and
approval of the thesis
proposal as signified by the
signing of the option
approval form by the thesis
committee.
3
No data regarding competence in
research are available for the current 1st
year students as thesis is completed
during the second year of study.
•To summarize and integrate research
findings into the existing research
literature.
Completion of the HSRC
training required for human
research.
HSRC approval to conduct
data collection.
Successful defense of the
thesis as signified by the
signing of the oral defense
of thesis forms and thesis
signature pages by the
thesis chair and committee
Successful acceptance of
the written thesis by the
graduate school.
7. Students will engage in professional
exchange with psychology and behavior
analytic professionals
100% of all ABA students
will attend at least one
national, regional, or local
professional conference by
the end of their second year.
No data regarding professional
activities are available for the current
1st year students.
25% of all ABA students
will present their thesis
research at least one
national, regional, or local
professional conference
within one year of
graduation.
Based on these assessment results, we can draw the following conclusions:
 Both of the 1st year master’s students are performing satisfactorily in regards to professional disposition
based on faculty evaluation.
 As a new master’s degree program, there are several academic and non-academic assessment methods that
will be carried out over the course of future years to provide data on the success of the Applied Behavior
Analysis program.
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.).
Current assessment results do not indicate a need for change within the program. Results from assessments
conducted in future years will be used to guide potential program changes.
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.
The Applied Behavior Analysis specialization of the Experimental Psychology program was separated into a standalone degree program, and the SLOs and assessment plan for the new Applied Behavior Analysis degree program
were approved in October 2013. Therefore, there is no opportunity for response to a previous year’s assessment
information.
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6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:

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N/A
5
Appendix 1: Psychology Student Learning Outcomes (2012-2013)
Program: M.S. Program in Applied Behavior Analysis
Student Learning
Outcomes
Program Goals
Related
Department
Goals
Goal 1: Students will
demonstrate mastery
in the core content
areas of Applied
Behavior Analysis that
supports the
development of
competence across
Basic Behavior
Analytic Skills Subarea as defined by the
BACB’s BCBA Task
List.
Basic Behavior
Analytic Skills
•Measurement
•Experimental Design
•Behavior Change
Considerations
•Specific Behavior
Change Procedures
•Behavior Change
Systems
(See attached BCAB
Task List (4th Ed))
Goal 1: Provide
a foundation in
the core content
areas of Applied
Behavior
Analysis that
supports the
development of
competence
across Basic
Behavior
Analytic Skills
Sub-area as
defined by the
BACB’s BCBA
Task List.
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
2/15/16
Related College
Goals
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 9. Enrich
student life at
CWU and the
region.
6
Related
University
Goals
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 V:
Achieve
regional and
national
prominence for
the university.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry.
Method(s) of
Assessment
Non-Academic
Assessment
Pretest in the first
quarter of first
year.
Post-test at the
end of the first
year
Passage of the
BACB’s BCBA
examination after
graduation.
Academic
Assessments
Overall GPA
Class grades
Who/What
Assessed
For first year
students, a PreTest and a PostTest will be
given to assess
mastery of the
Basic BehaviorAnalytic Skills
required by the
BACB.
When Assessed
Initial Pre-Test
will be given
before November
1st during the
student’s first
year in the
program.
The Post-Test
will be given
between May 15th
and the end of the
Spring quarter
during the
student’s first
year in the
program.
Criteria of Achievement
Non Academic Criteria
All students will earn a
score of 80% or higher on
the Basic BehaviorAnalytic Skills subsection
of the Posttest.
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
Academic Criteria
Cumulative GPA above
3.0 and no grade lower
than a B in all required
and elective courses.
Student Learning
Outcomes
Program Goals
Related
Department
Goals
Goal 2: Students will
demonstrate mastery
in the core content
areas of core content
areas of Applied
Behavior Analysis that
supports the
development of
competence across
Client Centered
Responsibilities Subarea as defined by the
BCBA Task List.
Client-Centered
Responsibilities
•Identification of the
problem
•Measurement
•Assessment
•Intervention
•Implementation,
management and
Supervision
(See attached BCAB
Task List (4th Ed))
Goal 1: Provide
a foundation in
the core content
areas of Applied
Behavior
Analysis that
supports the
development of
competence
across Basic
Behavior
Analytic Skills
Sub-area as
defined by the
BACB’s BCBA
Task List.
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
2/15/16
Related College
Goals
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 9. Enrich
student life at
CWU and the
region.
7
Related
University
Goals
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 V:
Achieve
regional and
national
prominence for
the university.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry.
Method(s) of
Assessment
Non-Academic
Assessment
Pretest in the first
quarter of first
year.
First post-test in
the first quarter of
second year.
Passage of the
BACB’s BCBA
examination after
graduation.
Academic
Assessments
Overall GPA
Class grades
Who/What
Assessed
For first year
students, a PreTest and a PostTest will be
given to assess
mastery of the
Client Centered
Responsibilities
required by the
BACB.
When Assessed
Initial Pre-Test
will be given
before November
1st during the
students’ first
year in the
program.
The Post-test will
be giving between
May 15 and the
end of the spring
quarter during the
students’ first
year in the
program.
Criteria of Achievement
Non Academic Criteria
All students will earn a
score of score of 80% or
higher on the Client
Centered Responsibilities
subsection of the PostTest.
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
Academic Criteria
Cumulative GPA above
3.0 and no grade lower
than a B in all required
and elective courses.
Student Learning
Outcomes
Program Goals
Related
Department
Goals
Goal 3: Students will
demonstrate mastery
in the core content
areas of core content
areas of Applied
Behavior Analysis that
supports the
development of
competence across
Foundational
Knowledge Sub-area
as defined by the
BCBA Task List.
Foundational
Knowledge
• Philosophical
Assumptions
• Verbal Operants
• Measurement
Concepts
• Mastery of specific
aspects of
Foundational
Knowledge
(See attached BCAB
Task List (4th Ed))
Goal 1: Provide
a foundation in
the core content
areas of Applied
Behavior
Analysis that
supports the
development of
competence
across Basic
Behavior
Analytic Skills
Sub-area as
defined by the
BACB’s BCBA
Task List.
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
2/15/16
Related College
Goals
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 9. Enrich
student life at
CWU and the
region.
8
Related
University
Goals
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 V:
Achieve
regional and
national
prominence for
the university.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry.
Method(s) of
Assessment
Non-Academic
Assessment
Pretest in the first
quarter of first
year.
First post-test in
the first quarter of
second year.
Passage of the
BACB’s BCBA
examination after
graduation.
Academic
Assessments
Overall GPA
Class grades
Who/What
Assessed
When Assessed
For first year
students, a PreTest and a PostTest will be
given to first year
students to assess
mastery of the
Foundational
Knowledge Subarea as defined
by the BCBA
Task List.
Initial Pre-Test
will be given
before November
1st during the
students’ first
year in the
program.
The Post-test will
be giving between
May 15 and the
end of the spring
quarter during the
students’ first
year in the
program.
Criteria of Achievement
Non Academic Criteria
All students will earn a
score of core of 80% or
higher on the
Foundational Knowledge
subsection of the PostTest.
Passage of the BACB’s
BCBA examination within
3 years following
graduation.
Academic Criteria
Cumulative GPA above
3.0 and no grade lower
than a B in all required
and elective courses.
Student Learning
Outcomes
Program Goals
Related
Department
Goals
Goal 4. Students will
demonstrate mastery
in area of application
of BCBA Task List
principles and skills in
at least one applied
setting.
• Collaboration with
other professionals
• Functional
Behavioral
Assessments
• Task analyses
• Develop and
implement data
sampling and data
collection/maintenance
systems
• Design and
implement behavioral
interventions
• Ensure human
protections
• Assess Procedural
Integrity
• Develop professional
communication skills
• Staff/parental
training
• Identify ethical
principles in practice
Goal 4. To
provide students
with relevant
and meaningful
opportunities to
successfully
practice and
apply the
BCBA® Task
List principles
and skills in
applied settings
during their
internship.
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
2/15/16
Related College
Goals
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 5. Support
involvement of
undergraduate
and graduate
students in
psychological
research
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 V:
Achieve
regional and
national
prominence for
the university.
Goal V: Build
partnerships with
private, professional,
academic,
government and
community-based
organizations.
Goal 8. Serve as
a center for
psychological
and educational
services to the
community
Goal 9. Enrich
student life at
CWU and the
region.
9
Related
University
Goals
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry.
Method(s) of
Assessment
Non-Academic
Assessments
Cooperative
Education (PSY
590) Evaluation
Academic
Assessments
ABA program
Internship
Performance
Review
Who/What
Assessed
Internship site
supervisors will
be asked to
complete the
Cooperative
Education (PSY
590) Postinternship
assessment and
evaluation.
CWU faculty
supervisor will
complete the
ABA program
Internship
Performance
Review outlining
the actual
experience with
items in the
BCBA Task List.
When Assessed
At the end of each
academic term of
enrollment in
PSY 590
Internship.
Criteria of Achievement
Non-Academic Criteria
100% of the students will
receive a positive PSY
590 evaluation.
Successful completion of a
minimum of 30% of new
items on the ABA
program Internship
Performance Review.
Student Learning
Outcomes
Program Goals
Goal 5. Students will
demonstrate
professional work
characteristics and
dispositions
appropriate to the field
of Applied Behavior
Analysis.
See attached
Professional
Disposition Checklist
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 9. Enrich
student life at
CWU and the
region.
Related
Department
Goals
Related College
Goals
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 V: Achieve
regional and national
prominence for the
university.
Goal VI: Build
inclusive and diverse
campus communities
that promote
intellectual inquiry.
Related
University
Goals
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study.
Goal 9. Enrich
student life at
CWU and the
region.
Method(s) of
Assessment
Non-Academic
Assessments
Professional
Disposition
Checklist
Who/What
Assessed
When Assessed
Instructional
faculty will
complete a 15item Likert-style
checklist for each
student in the
program.
At the end of each
academic term
during the first
and second years
• Initiative
• Dependability
• Time
management and
organization
•Problem
solving/Critical
thinking
• Respect for
Diversity
Goal V: Build
partnerships
with private,
professional,
academic,
government and
communitybased
organizations.
• Communication
Skills
• Interpersonal
Relations
• Teamwork
•Adaptability and
Flexibility
• Response to
Feedback
• Self awareness
• Professional
behavior and
appearance
• Independence
• Data-based
conceptualization
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10
Criteria of Achievement
Non-Academic Criteria
100% of students in the
ABA program will meet
the individual criteria
listed below by the end of
the first year.
Total scores above 85%
on the total checklist for
each student.
A minimum of 3 on the
individual items on the
checklist.
**********
100% of students in the
ABA program will meet
the individual criteria
listed below by the end of
the second year.
Scores above 90% on the
total checklist for each
student
A minimum of 4 on the
individual items on the
checklist.
Student Learning
Outcomes
Program Goals
Related
Department
Goals
Goal 6. Students will
demonstrate
competence in basic or
applied research
including:
•The ability to write
using the appropriate
language and format
of the discipline
•To formulate a viable
research question
• To summarize the
literature relevant to a
specific research
question.
•To design and
implement an
experimental research
design
•To gather and analyze
data using appropriate
analytical methods
•To summarize and
integrate research
findings into the
existing research
literature.
Goal 3. To form
research-based
partnerships
between
graduate
students and
faculty
members who
share interests
and offer
expertise in a
chosen area of
study in an
effort to
encourage the
development of
the necessary
skills to execute
valid
independent
research in
applied
behavior
analysis.
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
.
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study
Goal 5. Support
involvement of
undergraduate
and graduate
students in
psychological
research
Goal 6. Work
with the College
of the Sciences
to provide
support for
faculty
scholarship and
professional
development
activities
Related College
Goals
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 V:
Achieve
regional and
national
prominence for
the university.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry.
.
Goal IV: Develop a
diversified funding
base to support
teaching, research,
and service.
Goal V: Build
partnerships with
private, professional,
academic,
government, and
community-based
organizations.
Goal 8. Serve as
a center for
psychological
and educational
services to the
community
Goal 9. Enrich
student life at
CWU and the
region.
Goal 11.
Promote
collegial
relations
2/15/16
Related
University
Goals
11
Method(s) of
Assessment
Academic
Assessments
Thesis proposal
Approved HSRC
application
Thesis defense
Thesis Approval
by OGSR
Who/What
Assessed
When Assessed
Students will be
assessed by the
program director
in collaboration
with the graduate
school and the
HSRC Office in
terms of student
progress toward
thesis completion
at the end of each
academic year.
At the end of each
academic year.
Criteria of Achievement
Academic Criteria
80% of students leaving
the program will have
completed the following:
Successful completion and
approval of the thesis
proposal as signified by
the signing of the option
approval form by the
thesis committee.
Completion of the HSRC
training required for
human research.
HSRC approval to conduct
data collection.
Successful defense of the
thesis as signified by the
signing of the oral defense
of thesis forms and thesis
signature pages by the
thesis chair and committee
Successful acceptance of
the written thesis by the
graduate school.
Student Learning
Outcomes
Goal 7. Students will
engage in professional
exchange with
psychology and
behavior analytic
professionals
Program Goals
Goal 5. To
encourage our
students and
faculty to
engage in
professional
exchange with
external
behavior
analytic
professionals.
Related
Department
Goals
Goal 1. Assess
and improve our
curriculum and
instructional
methods.
Goal 2. Promote
excellence in
learning to
prepare students
for careers and
advanced study
Goal 4. Pursue
diversity goals
in attracting
women and
minority
students and
faculty
members
Goal 5. Support
involvement of
undergraduate
and graduate
students in
psychological
research.
Related College
Goals
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 V:
Achieve
regional and
national
prominence for
the university.
Goal V: Build
partnerships with
private, professional,
academic,
government, and
community-based
organizations.
Goal VI: Build
inclusive and
diverse campus
communities
that promote
intellectual
inquiry
Goal 8. Serve as
a center for
psychological
and educational
services to the
community
Goal 9. Enrich
student life at
CWU and the
region.
Goal 11.
Promote
collegial
relations.
2/15/16
Related
University
Goals
12
Method(s) of
Assessment
Non-Academic
Assessments
Attendance at
least one national,
regional, or local
professional
conference.
Who/What
Assessed
When Assessed
Criteria of Achievement
Faculty will be
surveyed to
determine which
ABA students
have attended a
conference each
year.
At the end of each
academic year.
100% of all ABA students
will attend at least one
national, regional, or local
professional conference by
the end of their second
year.
Faculty will be
surveyed to
determine which
ABA students
have presented
their research at a
conference each
year.
25% of all ABA students
will present their thesis
research at least one
national, regional, or local
professional conference
within one year of
graduation.
Appendix 2: ABA Professional Behavior and Disposition Survey
Student:
Quarter & Year:
Instructor:
Course:
Please rate the student on each item using the scale below. Data from all faculty respondents will be
averaged, and generalized feedback will be provided to the student. When completed, please return this
form to Dr. Sadie Lovett (MS 7575).
N/A
1
2
3
4
5
Rating Scale
No opportunity to observe/ Don’t know
Needs substantial improvement/unsatisfactory
Needs some improvement/ Somewhat lower than expected
Satisfactory/Expected
Very good/ Better than expected
Superior/Greatly exceeds expectations
Characteristic
Oral Communication: Expresses self clearly & effectively
Written Communication: Writes in an organized/clear fashion;
effectively uses scientific writing (e.g. APA).
Problem Solving/Critical Thinking: Effectively analyzes
situations/problems and conceptualizes solutions.
Data-oriented: Uses data to conceptualize problems, generate
solutions, and evaluate outcomes.
Dependability/Time Management: Reliably follows through on
tasks; completes assignments in a timely manner.
Independence/Adaptability: Functions with minimal
supervision & initiates activities when appropriate; adapts
effectively to the demands of a situation
Interpersonal Relations/Teamwork: Relates effectively to
colleagues/faculty; works and collaborates well with others
Respect for Diversity: Respects all human differences;
demonstrates the sensitivity to work with diverse groups.
Self-awareness: Shows realistic awareness of strengths &
weaknesses and how this impacts professional functioning.
Responsiveness to Feedback: Is open to feedback and responds
appropriately and in a timely manner
Professional Ethics: Follows ethical guidelines; is aware of
ethical issues as they relate to research/professional settings.
Professional Appearance: Presents self professionally in terms
of language, demeanor, dress, and disposition.
1
1
Rating (circle one)
2
3
4
5
2
3
4
5
NA
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
Please list any concerns about this student’s performance or general comments below:
2/15/16
13