Using formative self-assessment to improve teaching and learning in educational psychology courses.

2021 ◽  
pp. 161-176
Author(s):  
Eva Seifried ◽  
Birgit Spinath
Keyword(s):  
Educational Psychology ◽  
Teaching And Learning ◽  
Self Assessment ◽  
Psychology Courses ◽  
Educational Psychology Courses

scholarly journals Case Study Instruction In Educational Psychology Courses

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
Alyssa Gonzalez-DeHass ◽  
Patricia P. Willems
Keyword(s):  
Educational Psychology ◽  
Traditional Classroom ◽  
Case Study Method ◽  
Real World Applications ◽  
Psychology Courses ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Educational Psychology Courses ◽  
Case Based

The case study method of instruction affords students the opportunity to see the real-world applications of what they are learning and to actively engage in problem-solving. The purpose of this study is to examine current research on the use of case- based instruction and consider how this method might be of benefit to students enrolled in educational psychology courses in either the traditional classroom or web-assisted learning environment.

Relation of Test-Specific Motivation and Anxiety to Test Performance

2002 ◽  
Vol 91 (3) ◽  
pp. 1011-1021 ◽  
Author(s):  
Lisa F. Smith ◽  
Jeffrey K. Smith
Keyword(s):  
Test Anxiety ◽  
Educational Psychology ◽  
Test Performance ◽  
Study Strategies ◽  
Test Motivation ◽  
Anxiety Test ◽  
Psychology Courses ◽  
Educational Psychology Courses ◽  
Main Effects ◽  
Learning And Study Strategies

The relations between consequence of test scores and motivation, anxiety, and test performance were studied with 112 persons in four undergraduate educational psychology courses. Students were given two versions of an hourly course examination that varied in consequence, with one counting for part of their grade and the other not counting. Each student completed the Learning and Study Strategies Inventory prior to taking the examination. Afterwards students completed a measure of test anxiety and test motivation specific to the examination they had just taken. Significant main effects were found for consequence of test with scores for test anxiety, test performance, and test motivation. Also, the subscales showed a consistent pattern of relations with test performance and test anxiety across the two conditions, but not for test motivation for which few relations were found under the condition with no consequence.

scholarly journals Constructing Portfolios Together: Promoting Student/Faculty Metacognition

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Sonia Corbin Dwyer ◽  
Donna Patterson
Keyword(s):  
Educational Psychology ◽  
Alternative Assessment ◽  
Assessment Technique ◽  
Post Secondary ◽  
Psychology Courses ◽  
Self Examination ◽  
Educational Psychology Courses

This article is intended both to share the authors’ experiences using portfolios as a teaching and evaluative tool in post-secondary undergraduate educational psychology courses, and to act as a means of reflecting on their own teaching. Their work arises out of a desire to find better ways of assessing both their students, and their own performance, as well as to deal conceptually with assessment. What they recount here are their struggles and successes in modeling an alternative assessment technique with their students, while also using the same technique as a tool for self-examination of their own practice. Much of the article is presented in a unique voice/countervoice format.

Sign in / Sign up

Export Citation Format

Share Document