| ID | 156203 |
| Title Proper | Assessing undergraduate student learning in political science |
| Other Title Information | development and implementation of the “packs” survey |
| Language | ENG |
| Author | Sydnor, Emily ; Pankiewicz, Nicole |
| Summary / Abstract (Note) | This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this type of assessment, including the challenge of obtaining the highest number of respondents. They recommend using a strong incentive to ensure full participation, such as an advising hold that prevents students from registering until they complete the assessment. The authors contend that implementing survey-based assessment tools is an ideal way for departments to meet their accrediting institutions’ assessment requirements. |
| `In' analytical Note | Political Science and Politics Vol. 50, No.1; Jan 2017: p.204-208 |
| Journal Source | Political Science and Politics 2017-03 50, 1 |
| Key Words | Undergraduate Studen ; Learning in Political Science ; PACKS Survey |