Knowledge of psychology serves as the base for any undergraduate program in psychology. The APA suggests that learning outcomes include these abilities: demonstrate knowledge across several content areas in psychology; apply concepts and terminology to psychological phenomena and explanation of major psychological perspectives. Assessing the effectiveness of a program's knowledge outcomes can be done by conducting research on grades students earn in the courses that impart this knowledge, such as Abnormal Psychology or Theories of Psychology. Another way is to require students to complete an exit exam that includes knowledge-based questions to test the outcomes.
Understanding research concepts is important in psychology as psychological research is the driving force in furthering the field, and students must know how to interpret research and conduct it. The APA suggests learning outcomes in research include: description of basics of psychology as a science; different research methods used by psychologists; evaluating research conclusions, designing and executing research studies, following APA code of ethics in research and generalizing research findings appropriately. One way to assess the research outcomes is to require a research class in the program in which students design and conduct research. The projects should then be evaluated against the learning outcomes to determine effectiveness.
Values are important to psychology because values uphold levels of integrity necessary to consider psychology a science. The APA suggests learning outcomes for values such as recognition of the necessity of ethical behavior; demonstration of healthy skepticism; seeking out scientific data to backup claims; toleration of ambiguity as psychology is complex in nature; respect of diversity; assessing involvement and responsibility in social service; and recognizing limitations of personal knowledge and skills. Values learning outcomes can be measured by surveys completed by students. Students should be asked questions about the values they hold in relation to psychology, what they learned in the program, what they adopted and which values they disregarded.
Application of psychological tenets requires skill. In order to promote skillful application, the APA suggests learning outcomes such as: knowledge of major applied areas of psychology; identifying applications of psychology to appropriate problems; explaining how psychological principles can be applied to social problems; applying psychological theories to everyday life; and recognizing that ethically complex situations can arise. Assessment of the application outcomes can be conducted through an exit exam in written or oral format, during which students can demonstrate application of principles when presented with a case study.
Critical thinking is important in psychology because helping people with problems requires problem-solving and application of psychological principles. Students must be able to discern which principles apply, how best to apply them and what to do if it does not work. The APA suggests learning outcomes for critical thinking such as demonstrations of using critical thinking effectively; ability to think creatively; reasoning to develop, defend and refute arguments; and demonstration of an effective approach to problems. Critical thinking outcomes can be assessed by presenting students with a problem and asking for a detailed solution. For example, a client who is under 18 reports that she is pregnant. What is the psychologist's duty? Should he tell the parents? Ethical situations are challenging and demonstration of a good thought process is demonstration of mastery.
While clear learning outcomes form the base of any assessment plan, it is important to determine how the outcomes will be tested and who is responsible for the assessment. Since there are five outcome categories outlined by the APA, it is advisable that one faculty member be in charge of a single outcome. An assessment group should be formed that meets regularly to review the data and make suggestions to change curriculum or instruction where appropriate.