Rory wrote;
Our administration wants us to use a nationally-normed test of psychology to assess our graduating seniors. Apparently, in the past, not much rhyme, reason, or motivation was given to students to take the test, so they didn't prepare for it and thus tended to do quite poorly. Have any of your institutions had this problem? Suggestions for ways to encourage the students to take it more seriously?
Rory,
We use the ACAT as our exit exam and have been using it since the late 1980's. For our program, it is a graduation requirement and noted as such in the University Catalog. Our registrar places a hold on the graduate's diploma (but not on transcripts) until we notify them that the test has been taken. Interestingly, most of our students are more interested in that piece of paper to put on the wall than they are about official transcripts so, we get tend to get very good participation. Students are required to take it at the end of their last full semester prior to graduation. Since we have graduation twice a year (once in December and once in May), I generally schedule the test sometime toward the end of final exams at the end of our fall and spring semesters. If any student misses the exam, they may take it at the end of the next full semester. This requirement is fully explained to each student when he/she meets with me to certify their major prior to graduation. At that time I also chat a little with them about their plans after graduation and what we might be able to do to help them. Our graduation rates are fairly good, 30-40 every December and 60-70 every spring. In addition, we send a reminder letter out about a month prior to all who are eligible to take this test explaining why we give this test, that it is an expense that we assume, how it helps us assess our major, etc. The letter indicates that there will be one administration in the morning and another in the evening of the same day and that they should call the department to schedule for one of these sessions. We make follow-up phone calls to any who fail to call us. I also try to explain it's importance to our program and our ability to provide future enhancements. Thus, we suggest that their performance plays some role in determining the value of their degree. In addition, we require no minimum score for graduation but encourage students to try to do as well as they can. Last, I also note that their score on the exit exam will become part of their advising file kept in the department and available to any faculty member. Thus, should they decide to "blow off" the exam, it would not only be a big disappointment to us and a waste of money but it would likely be noted by any faculty member from whom they might request a letter of recommendation now or in the future. In general, we have had a lot of cooperation from our graduates and very, very few have "blown it off". The overwhelming majority of our majors appear to understand its importance and are very cooperative. I think that if you can sell it as a final contribution they can make to the success of the department prior to their graduation rather than another hurdle or obstacle placed in their way, it is perceived more favorably.
George
-- George D. Goedel Professor & Chairperson Department of Psychology Northern Kentucky University Highland Hts., KY 41099-2000 (859) 572-5574 fax (859) 572-6085 [EMAIL PROTECTED]
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