Jones, Tim (2009) Investing in Assessment: The Role of Formative Assessment in Teaching Psychological Research Methods. Psychology Teaching Review, 15 (2). pp. 74-81. ISSN 0965-948X
|PDF (Psychology Teaching Review Article) - Published Version |
Available under License Creative Commons Attribution Non-commercial.
Official URL: http://www.bps.org.uk/dtrp/what-is-the-psychology-...
The role of formative assessment is widely acknowledged to promote student learning, provide teachers with an early indication of student performance (Boston, 2002) and has direct links to student retention (Yorke, 2001). The dominance, however, of summative assessment in higher education (Milton, Pollio & Eiuson, 1986) frequently prevails. This paper investigates the role of formative assessment in teaching psychological research methods to undergraduate students both as a method of increasing deeper learning and as a vehicle to reduce anxiety, and build confidence in a traditionally challenging area of teaching. An idea for engaging students with research design and affording the opportunity to provide formative feedback is presented alongside initial student feedback.
The electronic full-text cannot be supplied for this item. Please check availability with your local library or Interlibrary Requests Service.
|Uncontrolled Keywords:||psychological research methods, formative assessment, teaching|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Academic Departments > Institute of Health and Society|
|Deposited By:||Tim Jones|
|Deposited On:||09 Jul 2010 14:05|
|Last Modified:||18 Mar 2012 06:00|
Repository Staff Only: item control page