Even a cursory look at APA’s Guidelines for the Undergraduate major (APA, 2013) show that we psychologists care a lot about skill building. Scientific inquiry and critical thinking skills, communication skills, and professional development skills are three of the five major goals.
How can a psychology program, or even students themselves measure skill levels? Well Natalie Ciarocco and David Strohmetz can help out. The Spring 2018 issue of Scholarship of Teaching and Learning and Psychology leads off with a great article by the duo featuring, nay unveiling, The Employable Skills Self-Efficacy Survey (ESSES).
Want to use it? A nice user friendly copy is already posted on the Hub for Intro Psych and Pedagogical Research (HIPPR). Check it out and use if freely.
The Employable Skills Self-Efficacy Survey: An assessment of skill confidence for psychology undergraduates.
By Ciarocco, Natalie J.,Strohmetz, David B.
Scholarship of Teaching and Learning in Psychology, Vol 4(1), Mar 2018, 1-15
The American Psychological Association (APA) advocates for professional development within undergraduate psychology programs, emphasizing the development of several employable skills before graduation (APA, 2013). However, there are few resources to help psychology programs, or students themselves, monitor skill development. The Employable Skills Self-Efficacy Survey (ESSES) allows departments, faculty, and students to determine a baseline of skill efficacy, as well as monitor the development of skills throughout a psychology program or as a result of a particular experience. We assessed the psychometric properties of the ESSES. The scale has strong internal consistency (α = .66 to .87) and test–retest reliability (r = .76 to .89), as well as convergent validity between particular skill domains and various professional self-efficacy measures. We discuss the ways departments, faculty, and students may use the ESSES as a tool for skill development. (PsycINFO Database Record (c) 2018 APA, all rights reserved)