SJSU Annual Program Assessment Form Academic Year 2013-2014

Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies ([email protected]), with cc: to your college’s Associate Dean and college Assessment Facilitator. List of AFs is found at http://www.sjsu.edu/ugs/faculty/programs/committee/index.html>

Department: Psychology Program: BA, BS College: Social Sciences Website: http://www.sjsu.edu/psych/

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Program Accreditation (if any): n/a Contact Person and Email: Clifton Oyamot, Associate Chair [email protected] Date of Report: 05/29/14

Part A 1. List of Program Learning Outcomes (PLOs) Psychology Bachelor of Arts (1) Knowledge Base of Psychology 1.1 Students will be able to demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Example(s) of Demonstrated Learning: Performance on a Core Concepts Psychology Exam (2) Research Methods in Psychology 2.1 Students will be able to design, implement, and communicate basic research methods in psychology, including research design, data analysis, and interpretations. Example(s) of Demonstrated Learning: Quality of original research and accompanying reports developed in research methods classes (Psychology 120). (3) Critical Thinking Skills 3.1 Students will be able to use critical and creative thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and mental processes. Example(s) of Demonstrated Learning: Performance on a Psychology Critical Thinking Exam; performance on Psychology 100W major paper (4) Applications of Psychology 4.1 Students will be able to apply psychological principles to individual, interpersonal, group, and societal issues. Example of Demonstrated Learning: Quality of papers that apply psychological concepts to individual, interpersonal, group, or societal issues. (5) Values in Psychology 5.1 Students will value empirical evidence, tolerate ambiguity, act ethically, and recognize their role and responsibility as a member of society. Example(s) of Demonstrated Learning: Completing an online workshop on ethical principles in human research (successful completion of learning modules and accompanying quizzes required before certificate is issued).

Psychology Bachelor of Science Includes the same learning outcomes as the BA program, with the following addition: (2) Research Methods in Psychology 2.2 Students will be able to design, implement, and communicate advanced research methods in two or more focused domains within psychology, including research design, data analysis, and interpretations within each domain. Example(s) of Demonstrated Learning: Quality of original research and accompanying reports developed in advanced, specialized research methods classes (Psychology 121A – E).

PLOs were decided upon through extensive faculty discussion and finalized in Fall 2005. The PLOs are consistent with national disciplinary standards as they were selected from those outlined in the American Psychological Association (APA) Guidelines for the Undergraduate Major. Criteria for assessing levels of mastery continue to be developed with assessment of each PLO. Details for those criteria can be found in specific Annual Assessment Reports. Just a few examples of how student demonstrate learning of each PLO are listed above. 2. Map of PLOs to University Learning Goals (ULGs) 3. Psychology, BA & BS 5. ULG 2 (Broad Integrative 6. ULG 3 7. ULG 4 8. ULG 5 Knowledge) (Intellectual (Applied (Social & Global Skills) Knowledge) Responsibilities) 9. PLO 1: Knowledge Base of Psychology. 11. 12. 13. 14. 1.1 Students will be able to demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. 15. PLO 2: Research Methods in Psychology. 17. X 18. 19. 20. 2.1 Students will be able to design, implement, and communicate basic research methods in psychology, including research design, data analysis, and interpretations. 21. PLO 3: Critical Thinking Skills. 3.1 23. 24. X 25. 26. Students will be able to use critical and creative thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and mental processes. 27. PLO 4: Applications of Psychology. 4.1 29. 30. 31. X 32. Students will be able to apply psychological principles to individual, interpersonal, group, and societal issues. 33. PLO 5: Values in Psychology. 5.1 Students 35. 36. 37. 38. X will value empirical evidence, tolerate ambiguity, act ethically, and recognize their role and responsibility as a member of society. 39. 40. PLOs were mapped to the ULGs through discussions held by the Psychology department Assessment Committee. 41. Alignment – Matrix of PLOs to Courses 42. Program Learning Outcomes 43. 44. 1. Knowledge Base of Psychology 45. 2. Research Methods in Psychology 46. 3. Critical Thinking Skills 47. 4. Applications of Psychology 48. 5. Values in Psychology 49. General Psychology (Psyc 001) 50. I 51. I 52. I 53. I 54. I 55. Elementary Statistics (Stat 095) 56. 57. I 58. 59. 60. 61. Psychobiology (Psyc 030) 62. R 63. R 64. R 65. R 66. R 67. Writing Workshop (Psyc 100W) 68. 69. R 70. R 71. 72. I 73. Child Psychology (Psyc 102) 74. R 75. R 76. R 77. 78. R 79. Abnormal Psychology (Psyc 110) 80. R 81. R 82. R 83. A 84. R 85. Research Methods (Psyc 120) 86. 87. A 88. R 89. 90. A 91. Cognition (Psyc 135) 92. R 93. 94. R 95. I 96. 97. Human Learning (Psyc 155) 98. A 99. A 100. R 101. R 102. R 103. Perception (Psyc 158) 104. A 105. A 106. R 107. 108. 109. Personality (Psyc 139) 110. A 111. R 112. R 113. R 114. R 115. Social (Psyc 154) 116. A 117. R 118. R 119. R 120. R 121. Tests & Measures (Psyc 117) 122. 123. R 124. 125. R 126. 127. Intermediate Statistics (Stat 115) 128. 129. R 130. 131. 132. R 133. Clinical Psychology (Psyc 160) 134. A 135. R 136. R 137. A 138. A 139. Neuroscience (Psyc 129) 140. A 141. A 142. R 143. A 144. R 145. I/O Psychology (Psyc 170) 146. 147. R 148. R 149. R 150. R 151. Capstone Courses (Psyc 190/195) 152. A 153. A 154. A 155. A 156. A 157. 158. I = Introduce: Provides a student with a beginning knowledge or first experience of something

159. R = Reinforce: Strengthens a student's knowledge by providing additional depth, material, or experience

160. A = Advanced: Provides students with a concentrated and highly developed exposure 161. Planning – Assessment Schedule 162. We are wrapping up our current 5 year cycle of assessments and have assessed each of our PLOs at least once. 163. We will be completing our department self-study in Fall 2014. During this process we will be determining our assessment schedule for the next 5 year. Generally, we assess 1 – 2 PLOs each semester. 164. Student Experience PLOs are communicated to students in course syllabi and department website, http://www.sjsu.edu/psych/Undergraduates/PLOs/index.html. 165. Student feedback was not formally considered when creating PLOs. However, over the last 2 years we have administered an exit survey for graduating seniors that assesses their (a) knowledge of the PLOs and (b) opinions about which courses in the curriculum best meet each PLO. This data, and other student input, will be used when we next revisit and reconsider our department PLOs. 166. Part B 167. Graduation Rates for Total, Non URM and URM students (per program and degree)

168. Fall 20051 Graduation Summary, “SJSU Approach” 169. Total 170. First-Time Freshmen 172. Undergraduate Transfers

177. 2-Year Rate

175. 178. 174. 4-Year Rate 6-Year Rate 4-Year Rate

1 2 1 9 2 1 8 6 0 9 181. 204. 0 . 3 . Num Num . C . C Entering Entering aj oll ni ajo olle niv 2 aj oll ni aj olle ni o eg v r ge o eg v or ge v r e 1 r e 2 1 184. 9 2 207. 2 8 57 7 0 111 0 3 . 6 . . 6 6.0 . 7 T 0. 7.9 4.9 % T 6. 2. 4.8 7. otal 2. 4.4 2 % % otal 4. 5.9 8 1 % 5 6 % % 1 1 % % % 2 % % % 186. 209.

226. 227. URM 228. First-Time Freshmen 230. Undergraduate Transfers

235. 2-Year Rate

233. 236. 232. 4-Year Rate 6-Year Rate 4-Year Rate

2 2 5 2 3 4 6 239. 262. 8 . 1 Num Num . C . Entering Entering aj oll ni ajo olle niv 2 aj o eg v r ge o r e 2 r 2 242. 5 2 265. 4 23 5 6 30 1 . 4 . 6 2.6 . T 0. 3.5 0.9 % T 9. 7.8 9 % % 0. otal otal 1 % % 2 0

% 5 % 244. 6 267. .

284. 285. Non-URM 286. First-Time Freshmen 288. Undergraduate Transfers

293. 2-Year Rate

291. 294. 290. 4-Year Rate 6-Year Rate 4-Year Rate

3 3 2 1 3 3 9 2 1 5 297. 320. 6 . 9 . Num Num . C . C Entering Entering aj oll ni ajo olle niv aj oll ni aj olle o eg v r ge o eg v or ge r e 3 r e 3 2 300. 1 2 3 323. 3 9 28 3 2 60 6 9 . 2 . . 7 9.3 . 7 8. 1.4 1.4 % 3. 5. 6.7 T T 4. 4.3 6 % % 0. 1.7 3 0 % otal otal 3 % % 3 0 % % % 3

% 1 % 3 302. 4 325. 7 . .

342. 343. 344. 1 first semester in which 6-year rates appear in reports 345. 346. 347. 348. Headcounts of program majors and new students (per program and degree)

349. Enrollment by Gender, Concentration, and Degree Type 35 351. Fall 352. Fall 353. Fall 354. Fall 355. Fall 0. 2009 2010 2011 2012 2013

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546. Fall 547. Fall 550. Fall 2013 2009 2010

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666. Spring 667. Spring 670. Spring 2014 2010 2011

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770. 771. 772. 773. SFR and average section size (per program)

774. Student to Faculty Ratio (SFR) 775. Course Prefix: PSYC 776. S 7 7 7 7 7 7 7 7 FR 7 7 7 8 8 8 8 8 7 8 9 0 1 2 3 4 ......

Fall Fall Fall Fall Fall Fall Fall Fall 2006 2007 2008 2009 2010 2011 2012 2013 785. L 7 7 7 7 7 7 7 7 ower Division 8 8 8 8 9 9 9 9 6 7 8 9 0 1 2 3 ...... 4 5 4 3 3 4 5 4 5.2 3.4 2.8 1.9 4.9 6.3 1.5 2.1 794. U 7 7 7 7 7 8 8 8 pper Division 9 9 9 9 9 0 0 0 5 6 7 8 9 0 1 2 ...... 2 2 3 2 3 3 3 3 8.8 8.1 0.9 9.8 0.0 1.3 1.8 1.4 803. G 8 8 8 8 8 8 8 8 raduate 0 0 0 0 0 0 1 1 Division 4 5 6 7 8 9 0 1 ...... 9 9 8 8 7 8 7 1 .5 .2 .9 .6 .7 .2 .9 1.1 812. T 8 8 8 8 8 8 8 8 otal 1 1 1 1 1 1 1 2 3 4 5 6 7 8 9 0 ...... 2 2 2 2 2 2 3 3 6.7 7.4 7.3 4.7 5.6 9.2 0.5 1.1 821.

822. S 823. 824. 8 826. 827. 82 829. 830. FR 2 Spring 8. Spring Spring 5 2010 Spring Spring Spring 2007 2008 . 2011 Spring 2013 2014 2012 Sprin g 2009 831. L 832. 833. 8 835. 836. 83 838. 839. ower Division 49.5 47.6 3 36.7 45.7 7. 53.4 42.3 4 42. . 4 5 7.7 840. U 841. 842. 8 844. 845. 84 847. 848. pper Division 25.5 25.7 4 26.4 28.1 6. 30.5 32.6 3 29. . 2 2 7.6 849. G 850. 851. 8 853. 854. 85 856. 857. raduate 6.7 8.7 5 8.3 8.7 5. 6.7 10.1 Division 2 8.0 . 7 .8 858. T 859. 860. 8 862. 863. 86 865. 866. otal 23.8 25.7 6 24.4 27.5 4. 28.4 31.6 1 27. . 7 2 6.8 867. 868. 869. Average Headcount per Section - Data Exhibit 2 870. Prefix PSYC - Psychology 871. 109 872. Overall Total 9. 8 7 5 . 880 F 874. 877. 878. 879. . F 882. 884. 873. Ave a 876. F 881. 883. Fall Fall Fall Fall all Fall Fall rage Section Size l all 2005 Fall 2010 Fall 2012 2003 2006 2007 2008 200 2011 2013 l 9 2 0 0 4 8 8 7 892 885. Low 886. . 888. 6 889. 890. 891. 893. 894. 895. 896. . 3 er Division 67.5 7 5.4 51.8 51.0 49.5 33.8 48.4 56.7 49.1 4.3 8 . 6 8 9 9 904 897. Upp 898. . 900. 3 901. 902. 903. 905. 906. 907. 908. . 3 er Division 30.2 3 2.6 30.8 31.7 29.5 25.8 33.0 32.4 34.8 0.0 1 . 1 9 1 1 916 909. Gra 910. . 912. 7. 913. 914. 915. 917. 918. 919. 920. . 6 duate Division 9.0 1 8 6.8 7.1 8.0 6.5 5.9 6.7 6.9 .8 3 . 3 9 2 3 928 921. All 922. . 924. 3 925. 926. 927. 929. 930. 931. 932. . 2 Level 29.0 3 0.0 27.5 29.1 27.6 23.2 29.3 31.2 33.0 4.6 2 . 9 933. 934. 935. Lecture Courses (LEC) 9 3 9 . 937. 938. 941. 942. 943. 944. 945. 947. 936. Ave F 940. F 946. Fall Fall Fall Fall Fall Fall Fall Fall rage Section Size a all 2006 Fall 2012 2003 2004 ll 2007 2008 2009 2010 2011 2013 2 0 0 5 948. Low 949. 950. 9 952. 5 953. 954. 955. 956. 957. 958. 959. er Division 93.0 90.9 5 9.0 69.4 71.7 63.9 47.2 52.7 62.6 53.2 6 9 . 3 9 6 3 960. Upp 961. 962. . 964. 3 965. 966. 967. 968. 969. 970. 971. er Division 42.6 45.8 4 8.9 42.7 42.1 46.9 39.9 43.7 44.2 42.2 3 . 0 9 7 5 972. All 973. 974. . 976. 4 977. 978. 979. 980. 981. 982. 983. Level 53.3 56.4 4 3.8 49.2 48.4 50.1 41.5 46.2 49.2 45.1 8 . 7 984. 985. Seminar Courses (SEM) 9 8 8 987. . 989. 990. 992. 993. 994. 995. 996. 997. 986. Ave 991. F Fall F Fall Fall Fall Fall Fall Fall Fall Fall rage Section Size all 2007 2003 a 2005 2006 2008 2009 2010 2011 2012 2013 l l 2 0 0 4 1 0 0 0 998. Low 999. 1001. 1002. 1003. 1 1004. 1005. 1006. 1007. 1008. 1009. er Division 23.0 . 23.0 18.3 8.9 17.3 17.4 18.0 18.7 19.3 20.3 2 9 . 5 1 0 1 2 1010. Upp 1011. 1013. 1014. 1015. 2 1016. 1017. 1018. 1019. 1020. 1021. er Division 30.0 . 25.4 24.4 6.4 29.6 30.1 27.1 26.2 26.4 26.2 2 8 . 2 1 0 2 4 1022. Gra 1023. 1025. 1026. 1027. 1 1028. 1029. 1030. 1031. 1032. 1033. duate Division 14.3 . 11.4 11.4 1.8 12.9 11.4 10.2 10.3 13.0 16.3 1 5 . 9 1034. All 1035. 1 1037. 1038. 1039. 1 1040. 1041. 1042. 1043. 1044. 1045. Level 21.4 0 19.3 18.6 9.2 21.0 20.8 19.0 18.9 21.2 23.3 3 2 1 . 4 1046. 1047. Supervision Courses (SUP) 1 0 5 0 . 1049. 1051. 1052. 1054. 1055. 1056. 1057. 1058. 1059. 1048. Ave F 1053. F Fall Fall Fall Fall Fall Fall Fall Fall Fall rage Section Size a all 2007 2003 l 2005 2006 2008 2009 2010 2011 2012 2013 l 2 0 0 4 1 0 6 1060. Upp 1061. 2 1063. 1064. 1065. 1 1066. 1067. 1068. 1069. 1070. 1071. er Division 1.3 . 1.6 2.5 .8 1.8 1.6 1.1 1.3 1.4 1.4 1 . 2 1072. Gra 1073. 1 1075. 1076. 1077. 2 1078. 1079. 1080. 1081. 1082. 1083. duate Division 2.8 0 3.3 2.4 .3 3.9 2.9 2.5 2.2 2.3 2.2 7 4 . 5 . 8 1 0 8 1084. All 1085. 6 1087. 1088. 1089. 2 1090. 1091. 1092. 1093. 1094. 1095. Level 2.0 . 2.6 2.5 .1 2.8 2.2 1.6 1.8 1.9 1.9 2 . 5 1096. 1097. 1098. 1100. 1101. 1102. Percentage of tenured/tenure-track instructional faculty (per department) 1103. Instructional FTEF by Tenure Status

1106. Department of Psychology

1109.

1112.

1115 1117. 2010/11 1118. 2011/12 1120. 2013/14 . FTEF

0 0 9

1 0

1 1 1 1 3 113 113 3 1 2. 5. 1123. S 1126. S 1129. Sp 4 . Spr Spr pring 2010 pring 2011 ring 2012 . F ing ing F all 2013 2014 v v v v all v 20 201 g g g g 2013 g 11 2

1 1 1 1 114 114 114 114 115 1138. 4 5 0. 3. 6. 9. 2. Tenure 8 1 12. 12. 13. 13. 10. d . . 2 0 1 0 4 3 1 3 1 1 3. 2. 3. 2. 3. . 2.9 . 3.2 . 0 6 2 6 0 1 0 8 1 1 1 1 1155. 115 116 116 6 116 6 116 Probati 7. 0. 3. 5 6. 8 9. onary 4.2 3.0 2.0 . 3.0 . 2.4 3 4 . . . .3 .2 .0 .0 .2 .4 .0 1 2 2 1172. 117 117 118 1 118 1 118 Tempor 4. 7. 0. 1 3. 1 6. ary 14. 15. 17. 8 14. 8 12. 4 7 2 2 1 5 9 7 1 4 1 3 2. 3. 2. 3. 6. . 5.2 . 4.7 . 5 5 2 9 9 1 7 8

1 1 1 2 119 120 1188 9 0 1190. 3 1193. 3 1196. 32 9. 2. . 8 1 0.7 0.7 .4 30. 25. Total . . 1 7 0 9 2 3 0 3 8 . . . 1.6 . 1.9 . 3 5 3 8 8 1204. 1207. 1208. Fall 2013 1209. Total FTEF = 31.9 1210. Tenured & Probationary = 17.2 1211. % tenured/tenure-track instructional faculty = 17.2/31.9 = 54% 1212. 1213. Spring 2014 1214. Total FTEF = 25.7 1215. Tenured & Probationary = 12.8 1216. % tenured/tenure-track instructional faculty = 12.8/25.7 = 50% 1217. Part C 1218. Closing the Loop/Recommended Actions The primary recommended action is to build upon the foundation we have created during the past assessment cycle to implement sustainable, reliable, and valid assessment during the next cycle. During this past assessment cycle we have developed promising measures for long-term, systematic evaluation of our students’ learning outcomes. One example is the development of a Core Concepts Exam to assess PLO 1 (Knowledge Base). Development of this exam was done collaboratively across a representative swath of our faculty. It has been tested on one sample of students and is currently being revised. Another example is the use of the Psychological Critical Thinking Exam (PCTE). The assessment committee developed a valid and reliable rubric for scoring parts of the PCTE, and this rubric will serve as a template for larger adoption of the PCTE. A long-term plan could involve collecting longitudinal data on PCTE and Core Concepts Exam performance, starting at Psychology 001 and ending at Psychology 190. 1219. We expect the next cycled of data collection using the revised measures will yield valid and reliable data that will give us insight into how we are doing as a program – what we are doing well and areas that we need to strengthen. 1220. Assessment Data 1221. Analysis 1222. Proposed changes and goals (if any) 1223. I elected to combine responses to items 11 – 13 into a single report. This year we completed assessment of PLO 3 (Critical Thinking) and PLO 5 (Values). See following pages for summaries. 1224. 1225. 1226. Program Learning Outcome 5 Assessment Data, Analysis, and Proposes Changes 1227. PLO 5. Students will value empirical evidence, tolerate ambiguity, act ethically, and recognize their role and responsibility as a member of society. 1228. Specific aspect measured (from APA CyberGuide, 2009) 1229. 5.1 Recognize the necessity of ethical behavior in all aspects of the science and practice of psychology. 1230. Primary Measure 1231. Percentage of 120 students who successfully completed an online IRB workshop and received a certificate of completion through Collaborative Institutional Training Initiative (CITI) or the NIH Office of Extramural Research. The CITI workshop is the same IRB training required of all faculty and staff at SJSU who intend to conduct or sponsor research on human participations. Researchers complete a series of modules in which they learn about aspects of ethical conduct in research, and then must pass a test of that knowledge before moving on to the next module. Certification is awarded when all required modules have been successfully completed. 1232. Methods 1233. Sample 1234. All Psychology 120 sections offered in Fall 2013 (N = 5, 3 instructors, total # students = 140). 1235. Materials 1236. Instructors completed a Research Ethics Assessment survey asking about their use of research ethics-related activities and evaluations. For this report I focused on the online IRB workshop questions. 1237. Results 1238. Is completion of an online IRB workshop part of 1239. 5/5 (100%) = Yes your course? 1240. How many students completed this assignment at 1241. 157/163 (96%) a satisfactory level (completed entire online training and received a certificate)? 1242. Conclusion 1243. All students who complete Psychology 120 are given opportunities to learn about ethical behavior in social science research. Nearly all of our students demonstrate satisfactory understanding of research ethics, as reflected in the completion of the online workshop (96%). Many also complete an IRB application that is reviewed by the course instructor, and nearly all who do demonstrate satisfactory performance (>95%). 1244. Limits and Suggestions 1245. We only sampled sections offered in Fall 2013 and a more comprehensive sampling is needed to determine the generalizability of these results. Future Psychology 120 instructors should be encouraged to continue including assignments such as online IRB workshop completion or IRB application completion as part of their course. Research ethics are probably discussed in many other courses in our major, and surveying beyond Psychology 120 would test whether this is the case. 1246. Program Learning Outcome 3 Assessment Data, Analysis, and Proposes Changes 1247. Program Learning Outcome 3 1248. Students will be able to use critical and creative thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and mental processes. 1249. Specific aspect to measure (from APA CyberGuide, 2009) 1250. 3.3 Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals. 1251. Primary Measure 1252. We used the Psychological Critical Thinking Exam PCTE; Lawson, 1999), which assesses students’ ability to evaluate whether a researcher’s conclusion is warranted given the design of his or her study. The PCTE has 14 different scenarios in which a researcher makes a claim based on his or her data. Students are asked to “read each item then state whether or not there is a problem with the person’s conclusion and explain the problem (if there is one).” Each scenario has a fundamental flaw in the researcher’s conclusion or reasoning (e.g., inappropriate conclusion due to a lack of control/comparison group) 1253. For this first iteration we focused on developing a valid and reliable rubric for Scenario 4 of the PCTE (see appendix). Rubric development involved initial rubric development and tests for interrater reliability on a subsample of student response. The assessment committee than revised the rubric to be used in the full analysis. Student responses were scored using a 5-point scoring system (0 = no problem identified to 4 = Most critical problem(s) identified and fully elaborated) with higher scores indicating better performance. 1254. Sample 1255. The test was administered to all Psychology 120 sections offered in Fall 2013 (N = 5, 3 instructors) and one section of Psychology 121A (N = 172). Of these, 80 were randomly selected to be scored. Each response was assigned 2 raters and v3.0 of the rubric was used to score the responses (see appendix). Rating discrepancies were resolved by a third rater. 1256. 1257. Results

1 1 1260. Most critical problem(s) identified and fully elaborated 2 2 5 5 8 9. . 4 6 % 1 1 1263. Most critical aspect(s) of the most critical problem(s) specified 2 2 with some description or explanation 6 6 1 2. . 3 2 6 % 1 1 1266. Some aspect(s) of the most critical problem(s) specified in a 2 2 brief or superficial manner. 6 6 4 5. . 2 3 0 % 1 1 1269. A problem recognized but not one that is critical 2 2 6 6 7 8. . 1 2 1 % 1 1 1272. No problem identified 2 2 7 7 0 1. . 0 1 6 %  84% of our students approached the scenario with a critical mind and did not simply accept the (erroneous) conclusion offered by the research in the scenario (score ≥ 1).  62% correctly identified the critical problem in the scenario (score ≥ 2)

 21% approached the scenario with a critical mind and identified potential problems with the conclusion drawn by the researcher, but did not identify the fundamental problem (score = 1).  16% uncritically accepted the (incorrect) conclusion of the researcher (score = 0). 1273. Tentative Conclusions 1274. Conclusions must be very tentative, but the results of this initial assessment are promising. For this first assessment, the manner in which the PCTE was administered and its role in the course grade was left to the discretion of the instructors. Consequently, there was variability across sections that may have impacted student motivation. For example, for some the PCTE was embedded in the final exam and for others it was offered as extra credit. 1275. That being said, overall 84% of our students approached the scenario with a critical mind and did not simply accept the (erroneous) conclusion offered by the research in the scenario, and 62% correctly identified the critical problem in the scenario (lack of control/comparison group). 1276. Limits and Suggestions 1277. Additional data collection is needed to draw more firm conclusions. An obvious next step is to administer the PCTE in a systematic fashion and in such a way as to maximize student motivation and ability to do well. To this end, we recommend that the PCTE be administered in 120 and 190 sections as part of a final exam, that the instructions be modified to indicate what a fully elaborated answer would consist of, and be given enough space for a lengthy response. 1278. The rubric development process we created can be usefully applied to the other items in the PCTE. That is, the rubric we developed for scenario 4 can serve as a template for the other scenarios. 1279. We may consider training psychology graduate students to rate undergraduate responses. This training would reinforce and deepen research design concepts for our graduate students. Furthermore, this would provide practical training and experience for those masters students who wish to go on to a PhD program and/or eventually teach. 1280. Finally, a long-term plan could involve collecting longitudinal data on PCTE and Core Concepts Exam performance, starting at Psychology 001 and ending at Psychology 190.

1281. Appendix: Psychological Critical Thinking Exam, Scenario 4 (of 14)

1282.

1283. Please read each item then state whether or not there is a problem with the person’s conclusion and explain the problem (if there is one). 1284. 4. A researcher tested a new drug designed to decrease depression. She gave it to 100 clinically depressed patients and discovered that their average level of depression, as measured by a standardized depression inventory, declined after 4 months of taking the drug. She concluded that the drug reduces depression.

1285. Notes

1286. Fundamental Critique/Issue: Threat to Internal Validity 1287. Scenario 4 describes a study which lacks a control group, therefore the experimental group’s results need to be interpreted with caution. It cannot be concluded that the observed results were due to the drug because other factors may have caused the decline in depression (e.g., history effects: change of seasons/time of year from the start to the end of the study). A control condition would help to rule out (but perhaps not completely eliminate) the influence of extraneous variables if over the same period of time those in the experimental condition improved whereas those in the control condition did not. 1288. Other critiques may be raised. For example, the generalizability of the results may be questioned given the sample size or nature of the sample (which is not described). This critique matters more or less depending upon the kinds of conclusion that one wants to draw. In this case, the conclusion being evaluated is the researcher drawing a causal conclusion, therefore threats to internal validity are more relevant than external validity threats. 1289. 1290.

1291. Appendix: PCTE Scenario 4 Rubric v3.0

1 1293. 1294. Criteria for Student’s Response 2 Categ 9 ory 2 . S co re 1 1296. a) Describes that a control/comparison condition/group is needed to rule out 2 Most other potential explanations for why depression declined in the experimental group, AND 9 critical 5 problem(s) b) Describes what results would support the conclusion that the drug was . identified effective in treating depression and fully 4 elaborated 1 1298. a) Describes that a control/comparison condition/group is needed to 2 Most rule out other potential explanations for why depression declined in the experimental group, AND 9 critical 7 aspect(s) b) Mentions related internal validity concepts and explicitly ties them to . of the the need for a control/comparison group (e.g., need for random assignment, most correlation does not equal causation, suggestions to use an alternative 3 critical design), BUT problem(s) c) Does not explain what results would support the conclusion that the specified drug was effective in treating depression with some descriptio n or explanatio n 1 1300. a) Explicitly mentions the term “control/comparison condition/group,” OR Some 2 b) Mentions the possibility that factors other than the drug could explain the 9 aspect(s) results, OR of the 9 Mentions related internal validity concepts that imply the need for control most c) . correctly , without elaborating or explicitly connecting these to the need for a critical 2 control/comparison group (e.g., need for random assignment, noting that problem(s) correlation does not equal causation, suggesting alternative designs), BUT specified Does not explain what results would support the conclusion that the drug was in a brief d) effective in treating depression or superficial manner. 1301.

1302.

1 1304. a) Identifies a (potential) problem with the conclusion other than the lack of 3 A proper control conditions (e.g., questioning the sample size and generalizability of the results ), BUT 0 problem 3 recognized b) Doesn’t mention that a control/comparison condition/group is needed to rule . but not out other potential explanations for why depression declined in the one that is experimental group 1 critical 1306. Things to think about: does respondent’s critique need to be 1305. accurate or plausible or is it enough to offer any critique to receive credit?

1 1308. 1309. Uncritically accepts the researcher’s conclusion as being valid. 3 No 0 problem 7 identified . 0

1310.

1311.