Quality benchmarks in undergraduate psychology programs.

Abstract

Performance benchmarks are proposed to assist undergraduate psychology programs in defining their missions and goals as well as documenting their effectiveness. Experienced academic program reviewers compared their experiences to formulate a developmental framework of attributes of undergraduate programs focusing on activity in 8 domains: curriculum, assessment issues, student learning outcomes, program resources, student development, faculty characteristics, program climate, and administrative support. A continuum of performance was conceptualized for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs. The authors hope to inspire a national conversation about program benchmarks in psychology in order to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources on the basis of their distinguished achievements.[A]lthough outcomes assessment and educational standards can aid in improving quality, in isolation they will fail. To succeed, they must be part of an integrated strategy with a heavy emphasis on the use of formative assessment for both teacher and learner.

The State of Multiculturalism and Diversity in Undergraduate Psychology Training

“…For example, in 2007, a series of performance benchmarks were proposed as a rubric to assist with program review in undergraduate psychology programs (Dunn, McCarthy, Baker, Halonen, & Hill, 2007). Among others, cultural diversity was recognized as one of several important elements of the undergraduate curriculum.…”

Using Action Verbs as Learning Outcomes: Applying Bloom’s Taxonomy in Measuring Instructional Objectives in Introductory Psychology

“…Various professional groups, including organized psychology, have begun to address the challenge of tying specific learning goals to measurable outcomes (American Psychological Association, 2008;Dunn, McCarthy, Baker, Halonen, & Hill, 2007;Dunn, Mehrotra, & Halonen, 2004). The APA Guidelines for the Undergraduate Major in Psychology (2007), which was approved by the American Psychological Association (APA) Council of Representatives in August 2006, specifies ten major learning goals expected of the undergraduate major in psychology.…”

Benchmarking and Employee Job Satisfaction in Adamawa State University, Mubi

“…As a result of good benchmarking, university leaders would know how their institution rates in certain areas in comparison with others, ascertain their competitive position relative to others, and also know how their institution can be improved(McKinnon, et al, 2000). Benchmarking may enable an institution to lay a legitimate claim to being "distinguished" in a particular area(Dunn, McCarthy, Baker, Halonen, & Hill, 2007). The findings from benchmarking enable universities to prioritise resources and use their resources to best effect(McKinnon, et al, 2000).…”