University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

Investing in Assessment: The Role of Formative Assessment in Teaching Psychological Research Methods

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

[img] PDF (Psychology Teaching Review Article)
Investing_in_Assessment.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

Download (157Kb)

Abstract

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.

Item Type: Article
Additional Information:

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
Depositing User: Tim Jones
Date Deposited: 09 Jul 2010 13:05
Last Modified: 18 Mar 2012 06:00
URI: https://eprints.worc.ac.uk/id/eprint/911

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.