A framework for setting educational priorities.

Beers, Melissa J.

doi:10.1037/0000183-003

Cited by 1 publication

(1 citation statement)

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“…Alternatively, they may be required to teach a tightly standardized course designed to ensure consistency across sections. Coordinated efforts to set educational priorities strengthen and streamline assessment (Beers, 2020); however, this practice flirts with threats to academic freedom, according to critics who oppose time invested in course alignment.…”

Section: Teacher Assessment Challengesmentioning

confidence: 99%

Assessment at the crossroads: How did we get here and what should we do?

Halonen¹,

Beers²,

Brown³

2020

Scholarship of Teaching and Learning in Psychology

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Psychology educators should have some advantages when it comes to responding to assessment planning and accountability mandates by virtue of their expertise in describing and measuring behavior. However, at this juncture, psychologists often show little enthusiasm for embracing assessment as part of their obligation in the teaching role. In this article, we offer some history regarding how assessment became such a dominating but unpopular force in higher education. We explore the lost promise of assessment from multiple perspectives, including the public, accrediting agents, administrators, faculty, and students. We argue for steps psychology programs can take to develop a true assessment culture and meaningful improvement.

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Section: Teacher Assessment Challengesmentioning

confidence: 99%