This book will help undergraduate psychology faculty and administrators address three types of assessment pressures—individual, institutional, international—that they face when designing courses and curricula around student learning goals.

Contributors
Introduction: Assessment Assessment Everywhere—And What Are We to Think?
Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum
Part I. Institutional Approaches
Chapter 1. Scholarship of Teaching and Learning and Assessment: Advancing a Collaborative Model
Regan A. R. Gurung
Chapter 2. A Framework for Setting Educational Priorities
Melissa Beers
Chapter 3. The Sound and Fury of Academic Program Reviews: What They Reveal about Assessment and Accountability
Jane S. Halonen and Dana S. Dunn
Chapter 4. Replacing the Term Formative Assessment: A Modest Proposal
Rob McEntarffer
Chapter 5. How to Create a Culture of Assessment
Jason S. Todd and Elizabeth Yost Hammer
Chapter 6. Overcoming Obstacles That Stop Student Learning: The Bottleneck Model of Structural Reform
Claudia J. Stanny
Chapter 7. Backward Design, the Science of Learning, and the Assessment of Student Learning
Catherine E. Overson and Victor A. Benassi
Part II. Individual Approaches
Chapter 8. Assessment as a Pedagogical Science: A Stealthy Approach to Studying Effective Teaching
Bridgette Martin Hard
Chapter 9. Evidence-Based Teaching and Course Design: Using Data to Develop, Implement, and Refine University Courses
Danae L. Hudson
Chapter 10. A Taxonomy for Assessing Educational Change in Psychology
Raymond J. Shaw
Chapter 11. Using Formative Self-Assessment to Improve Teaching and Learning in Educational Psychology Courses
Eva Seifried and Birgit Spinath
Part III. International Approaches
Chapter 12. Assessing Learning Outcomes in Undergraduate Psychology Education: Lessons Learned From Five Countries
Jacquelyn Cranney, Julie A. Hulme, Julia Suleeman, Remo Job, and Dana S. Dunn
Chapter 13. Applying the Assessment Design Decisions Framework Internationally
Jacquelyn Cranney, Dana S. Dunn, and Suzanne C. Baker
Chapter 14. Measuring the Generic Skills of Higher Education Students and Graduates: Implementation of CLA+ International
Doris Zahner, Dirk Van Damme, Roger Benjamin, and Jonathan Lehrfeld
Chapter 15. Interdisciplinary Innovations in Formative and Summative Assessment: The Beliefs, Events, and Values Inventory; VALUE Rubrics; and the Cultural Controllability Scale
Kris Acheson, Ashley Finley, Louis Hickman, Lee Sternberger, and Craig Shealy
Afterword: What’s Next?
Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum
Index
About the Editors

Edited by Susan A. Nolan, Christopher M. Hakala, and R. Eric Landrum