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Book chapter
The sound and fury of academic program reviews: What they reveal about assessment and accountability
Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance, pp.41-56
American Psychological Association
01/01/2021
Abstract
Academic program reviews (APRs) provide an opportunity for departments to engage in systematic self-reflection regarding what they do and do not do well, followed by careful scrutiny from experts in the field—external program reviewers. This chapter highlights what the authors have learned about effective and ineffective assessment practices revealed by the APR process. Well-conceived and well-executed APRs encourage faculty members to reflect critically on what they are doing (or not doing) to advance quality teaching and learning. In contrast, ineffective processes may ultimately signify nothing. The chapter advocates for the need for the metaculture to embrace the potential of assessment to make real and meaningful changes for the benefit of all stakeholders. It summarizes what elements may be useful to producing the best outcomes from the process, including the important advantages of involving students in the APR process. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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Details
- Title
- The sound and fury of academic program reviews
- Publication Details
- Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance, pp.41-56
- Resource Type
- Book chapter
- Publisher
- American Psychological Association; Washington, DC, US
- Copyright
- © American Psychological Association 2021
- Identifiers
- 99380467993006600
- Academic Unit
- Psychology; Usha Kundu, MD College of Health
- Language
- English