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Writing across the curriculum: A longitudinal assessment of psychology majors’ writing development

Kortenkamp, Katherine V. ; Marshik, Tesia ; Thakkar, Tanvi

Scholarship of teaching and learning in psychology, 2023-12 [Periódico revisado por pares]

Washington: Educational Publishing Foundation

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  • Título:
    Writing across the curriculum: A longitudinal assessment of psychology majors’ writing development
  • Autor: Kortenkamp, Katherine V. ; Marshik, Tesia ; Thakkar, Tanvi
  • Assuntos: Academic Specialization ; College Students ; Curriculum ; Female ; Human ; Male ; Psychology Education ; Writing Skills ; Written Communication
  • É parte de: Scholarship of teaching and learning in psychology, 2023-12
  • Descrição: Written communication is an essential American Psychological Association (APA) learning goal for psychology majors and a key skill sought by employers of college graduates. Although previous studies have assessed writing improvement in individual psychology classes or in response to specific instructional practices, this project provides a demonstration of how our department conducted a programmatic assessment of writing across the major. This article outlines the process by which we developed an authentic longitudinal assessment, creating, and embedding writing assignments within sequential psychology courses. In Fall 2017, psychology majors from a 4-year university in the midwestern United States were recruited for this assessment. Mirroring university and program demographics, these students were predominantly White and female. The students completed three research synthesis writing assignments asking them to integrate information from research studies as part of their course work in required 200-, 300-, and 400-level classes over a span of three-to-six semesters. Data collection ended in Spring 2020. Complete data were obtained from 56 students. A committee of instructors evaluated the assignments using a common rubric. Analyses showed small improvements in writing overall and on rubric dimensions of accuracy, reasoning, organization, APA style, and number of sources used. No improvements were found for relevance or spelling/grammar. The authors discuss the strengths and limitations of this approach and make recommendations for departments and instructors wanting to assess writing skill development across the psychology major or in specific classes. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
  • Editor: Washington: Educational Publishing Foundation
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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