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

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.