The Consistency of Expectations: An Analysis of Learning Objectives within Cognitive Assessment Course Syllabi

Autor/inn/en	Bumpus, Emily C.; Vinco, Megan H.; Lee, Kayla B.; Accurso, Jenilee F.; Graves, Scott L.
Titel	The Consistency of Expectations: An Analysis of Learning Objectives within Cognitive Assessment Course Syllabi
Quelle	In: Teaching of Psychology, 49 (2022) 1, S.30-36 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bumpus, Emily C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320965248
Schlagwörter	School Psychology; Cognitive Tests; Behavioral Objectives; Course Descriptions; College Curriculum; Difficulty Level; Standards + Suchen Sie Ihr Suchwort? Schulpsychologie; Kognitiver Fähigkeitstest; Kursstrukturplan; Schwierigkeitsgrad; Standard
Abstract	Background: The course on cognitive assessment is mandatory for all school psychology programs. However, there have been no published studies that have explored learning objectives for this course. Objective: The purpose of this study is to examine content covered and complexity of learning objectives in the cognitive assessment course. Method: Five raters coded 90 syllabi from school psychology cognitive assessment courses across the United States on a sample of six American Psychological Association assessment-related standards and on complexity using the six Bloom's Taxonomy levels. Results: The majority of objectives were addressing lower levels of complexity as measured by Bloom's Taxonomy with few syllabi including learning objectives addressing a wide range of levels. Based on the analysis of objectives by the sample of Standards, learning objectives most frequently addressed administration accuracy and test selection, whereas integrating results and linking to recommendations were often missing. Conclusion: The learning objectives included in syllabi ranged in quantity, complexity, and content but focused on lower complexity skills. Learning objectives in cognitive assessment courses do not reflect the diverse assessment-related practice demands of school psychologists. Teaching Implications: To align training with future practice, instructors are advised to review learning objectives with attention to complexity and content standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01