APA Committee on the
Teaching of Philosophy

Assessing Undergraduate Philosophy Programs

The following is a summary of the presentations made at the committee sponsored session, December 1998, Eastern Division. The complete presentations can be viewed by following the links below.

From Jacquelyn Kegley, University of California at Bakersfield:

Kegley began by observing that student learning outcomes assessment raises serious concerns for many philosophers, especially in terms of the presuppositions of such an effort. These dangerous presuppositions include the notion that education is about "products" and that the educational experience can be fit into the modes of economic cost-benefits type thinking. Philosophers should be concerned to critique any such ideas.

However, having said that, she continued by indicating that she wanted to advocate student-learning outcomes assessment in terms of the benefits it might bring I making the educational process more student-centered and more of a reflective practice. Thus, she noted that her comments on student outcomes assessment should be seen in light of faculty- initiated student learning outcomes assessment and reflective dialogue about the meanings of a major in philosophy.

Student-learning outcomes assessment is a focus on the educational experience of students and on their learning. The goal of assessment is informed improvement of curriculum and pedagogy. Assessment should operate on a feedback loop to program coordinators and faculty to lead to questions about curriculum and pedagogy. Student learning outcomes assessment leads to reflection on program objectives. For example, Kegley reported that one part of their assessment project was to hold a retreat with new faculty, at which it was asked: What should we be doing and teaching?

Student learning outcomes assessment is a focus on student-centered learning which has the following characteristics. 1) Students discover knowledge rather than faculty simply transferring information to them. 2) Student help define questions rather than instructors simply handing out facts. 3.) Students take active and proactive roles in learning. 4) Faculty help students discover and structure the problem and questions. This kind of student-centered learning, she noted, is what philosophy has always been about.

Kegley then shared the outline of the portfolio process of outcomes assessment adopted in her program. (see below) She stressed how the discussion of the goals and objectives has helped build community in their program, a shared understanding of what skills, processes, and content are important for philosophy majors. It should help faculty help students to become better philosophers.

Importantly, this process need not lead to objective measurements and should not and need not lead to standardization of curriculum. However, each course has goals and criteria , and outcomes can be "objectified" in the sense that an evaluation of student portfolios allows judgments such as "fifty per cent of the students in this course have accomplished all the goals."

Read Dr. Kegley's Presentation

From Hugh Wilder, College of Charleston:

Wilder began with three questions. 1.) What is outcomes assessment? 2) Why conduct assessment? 3.) Why the focus on assessment now?

Assessment involves setting goals, identifying the means to achieving the goals, assessment of results, and a plan for improvement to enable more students to meet the goals. At his institution, all funding now depends on performance, not enrollment, thus the importance of this process. He did note, though, that if negative results are found, this, could be a reason to ask for more resources to help improve results.

Wilder outlined the elements of the assessment plan at Charleston: cyclical revisions, tests of critical thinking, assessment of student writing, entrance and exit interviews with majors, assessment of student research etc. Handouts were provided (see below.)

Wilder also initiated discussion of the APA Statement on Outcomes Assessment ( link) why it is unhelpful and should be revised, and some ideas of how the Committee on Teaching could become a resource on assessment, acting as a clearing house for assessment plans and practices.

Read Dr. Wilder's Presentation

APA Committee on Teaching Assessment of Philosophy Programs

These people have offered to serve as resource persons on assessment (besides J. Kegley and H. Wilder):

Walter Schaller, Texas Tech
A4Wes@TTU.EDU

John M. Rose
jrose@goucher.edu

B. Richard Beatch
Dept. Political Science and Philosophy
Weber State Univ.
1203 University Circle
Ogden, UT 84408-1203
RBEATCH@WEBER.EDU

Links to critical thinking assessment tests:

http://faculty.ed.uiuc.edu/rhennis/Assessment.html

See also Ennis-Weir Critical Thinking Essay Test available from Robert Ennis. E-mail RHENNIS@UIUC.EDU. Or, to obtain a copy of the Ennis-Weir Critical Thinking Test (which may be duplicated) and supplementary materials, Send a self-addressed stamped (for 3 0z) 8 1/2x11 envelope to:

Robert Ennis
495 East Lake Rd.
Sanibel, FL 33957
Tel: 941-395-1435

APA Committee on the Teaching of Philosophy

Assessing Undergraduate Philosophy Programs

APA Committee on the
Teaching of Philosophy