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Nolan, S.A., Bakker, H.E., Cranney, J., Hulme, J.A. 
ORCID: 0000-0001-6217-1815 and Dunn, D.S.,
2020.
Project assessment: an international perspective.
Scholarship of Teaching and Learning in Psychology, 6 (3), pp. 185-197.
ISSN 2332-2101
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Abstract
Project Assessment is an American Psychological Association (APA, 2018) initiative aimed at facilitating assessment of the five comprehensive learning goals of the APA guidelines for the undergraduate psychology major (2013). We believe that Project Assessment holds great promise for both U.S. and international use; moreover, we suggest that Project Assessment can benefit from consideration of international assessment initiatives, particularly those aimed at increasing mobility in our interconnected world. Internationally, particularly in Europe where all but one country adheres to the Bologna Process and many countries adhere to the related EuroPsy guidelines, assessment of psychology higher education is driven by a broader range of stakeholders than is typically considered in the United States. Indeed, Bologna countries explicitly consider input from external stakeholders such as employers when developing curricula and assessing outcomes, and they prioritize the assessment of skills at least as much as knowledge. In this paper, we outline the Bologna Process, EuroPsy, and similar collaborative agreements in other world regions. We highlight what the United States can learn from these projects, particularly the involvement of a broader range of stakeholders and an emphasis on mobility of degrees and graduates. While doing so, we explore evidence on internationally implemented assessment practices and on the extent to which harmonized curricula and assessment practices have increased mobility. As many world regions pursue Bologna-like structures, often with funding from the European Union, we believe that it is essential that those pursuing U.S. initiatives like Project Assessment actively join the global conversation about higher education in psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
| Item Type: | Journal article | ||||||
|---|---|---|---|---|---|---|---|
| Publication Title: | Scholarship of Teaching and Learning in Psychology | ||||||
| Creators: | Nolan, S.A., Bakker, H.E., Cranney, J., Hulme, J.A. and Dunn, D.S. | ||||||
| Publisher: | American Psychological Association (APA) | ||||||
| Date: | September 2020 | ||||||
| Volume: | 6 | ||||||
| Number: | 3 | ||||||
| ISSN: | 2332-2101 | ||||||
| Identifiers: |
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| Rights: | ©American Psychological Association, 2020. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. The final article is available, upon publication, at: https://doi.org/10.1037/stl0000217 | ||||||
| Divisions: | Schools > School of Social Sciences | ||||||
| Record created by: | Laura Ward | ||||||
| Date Added: | 23 Mar 2023 08:45 | ||||||
| Last Modified: | 23 Mar 2023 08:45 | ||||||
| URI: | https://irep.ntu.ac.uk/id/eprint/48590 |
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