Sponsored by the Committee on Associate and Baccalaureate Education (CABE)
Thank you for visiting APA’s Project Assessment (PASS). Please be aware that PASS is a beta site and is undergoing testing. We are aware of a few problems with this site and we are working on resolving them as quickly as possible. Please visit the Known Issues page for the status of these issues. We welcome your feedback and suggestions for improving the PASS experience. If you see a problem, please use the Contact Us form to let us know.
PROJECT ASSESSMENT features a variety of assessment examples that align with the learning goals and outcomes in the APA Guidelines for the Undergraduate Psychology Major: Version 2.0. Created by the participants at the 2016 APA Summit on National Assessment of Psychology (SNAP), this library is designed to address various assessment challenges that confront psychology instructors at the associate and baccalaureate levels. Summit participants competed for selection by the APA Committee on Associate and Baccalaureate Education (CABE), which based its decisions on submission of successful and creative assessment examples. The resulting website that showcases the SNAP library has been developed to share promising assessment practices in two ways.
First, five of the Summit teams assembled assessment strategies that aligned with the five learning goals of Guidelines 2.0. In the goals-focused strategies, the examples identify, wherever possible, the following elements:
- the creators of the strategy;
- the goals and corresponding indicators that can be measured;
- whether the example has generated data (evidence-based) to support the claims made or whether the proposed strategy has simply been influenced by existing SOTL literature (evidence-informed);
- an overview that includes the nature of the course or courses in which the practice could be implemented;
- formal assignment instructions;
- grading rubrics
- data summaries
In addition, two of the Summit teams discussed challenges related to program level assessment at the associate and baccalaureate levels. Their strategies are particularly helpful for programs facing academic program reviews or other accountability efforts.
The goal of the Summit was to provide strategies that could easily be implemented to address both program and classroom assessment needs in a website that could be expanded over time. Participants intended the examples in this database to be inspirational and to spark creativity. As such, you may find new ways to implement ideas suggested on the site. If so, we hope you will share your results. First, you can serve as a reviewer and write a formal review of specific entry. You will see that each entry provides an opportunity for you to rate the overall quality (1-5 psi) of the assessment tools and to offer a short narrative to justify your rating.
Second, we invite you to share your data. If you use any of the assessment tools, please let us know about your experience by submitting your data to our web site. With your permission, we will share this data on our web site as a way of showcasing the evidence-based assessment strategies.
Please also consider submitting your best assessment ideas for possible inclusion in the website.
APA is recruiting volunteers to serve as reviewers of future submissions to PROJECT ASSESSMENT.