Empowering psychology students through self-assessment.

2005 ◽  
pp. 171-186 ◽  
Author(s):  
Dana S. Dunn ◽  
Rob McEntarffer ◽  
Jane S. Halonen
Keyword(s):  
Psychology Students ◽  
Self Assessment

scholarly journals Process-oriented guided-inquiry learning improves long-term retention of information

2013 ◽  
Vol 37 (3) ◽  
pp. 233-241 ◽  
Author(s):  
Thea Vanags ◽  
Kristen Pammer ◽  
Jay Brinker
Keyword(s):  
Psychology Students ◽  
First Year ◽  
Guided Inquiry ◽  
Self Assessment ◽  
Student Activities ◽  
Memory Decay ◽  
Long Term Retention ◽  
Process Oriented ◽  
Actual Learning

Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated before (pretest), immediately after (posttest), and 2 wk later (followup). Control and POGIL groups showed no improvement at posttest, whereas NRO and NF groups both recalled more material than at pretest ( P = 0.002 and P < 0.0005, respectively). In a surprise test 2 wk later, control ( P < 0.0005), NRO ( P = 0.03), and NF ( P < 0.0005) groups recalled less than at posttest. The POGIL group showed the smallest drop in knowledge ( P = 0.05). Importantly, the control group's knowledge was below pretest levels ( P < 0.0005), whereas the POGIL, NRO, and NF groups' knowledge was not. Self-assessment of knowledge was consistent across groups at pretest, but POGIL participants had the lowest confidence at posttest and 2 wk later. At followup, the control, NRO, and NF groups showed greater confidence in their knowledge than the POGIL group ( P = 0.03, P = 0.002, and P = 0.004, respectively). POGIL and its variations appear to consolidate existing knowledge against memory decay even when student confidence does not match performance.

Psychology students’ self-assessment of their professional skills

2008 ◽  
Vol 60 (4) ◽  
pp. 267-282 ◽  
Author(s):  
Tiuraniemi Juhani ◽  
Hatakka Mika ◽  
Keskinen Esko
Keyword(s):  
Psychology Students ◽  
Self Assessment ◽  
Professional Skills

Examining perception of competency through practicum competencies outline

2015 ◽  
Vol 39 (8) ◽  
pp. 700-720 ◽  
Author(s):  
Giovanna Esposito ◽  
Maria Francesca Freda ◽  
Valentina Bosco
Keyword(s):  
Undergraduate Students ◽  
Psychological Assessment ◽  
Ad Hoc ◽  
Psychology Students ◽  
Subjective Perception ◽  
Self Assessment ◽  
Content Type ◽  
Subjective Perceptions ◽  
Competency Domains ◽  
Practical Implications

Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

scholarly journals A Comparison of Self-Assessment and Tutor Assessment of Undergraduate Psychology Students

2012 ◽  
Vol 40 (4) ◽  
pp. 591-604 ◽  
Author(s):  
Wally Karnilowicz
Keyword(s):  
Psychology Students ◽  
Self Assessment ◽  
Undergraduate Psychology

The capacity for self-assessment amongst undergraduate psychology students (N = 64) was investigated in comparison to tutor assessments. Students were able to assess their own performance reasonably and accurately. However, higher achieving students underestimated their performance, while the opposite was found for lower achieving students. These results reflect the characteristics of self-enhancement and self-diminishment bias.

scholarly journals Helping Psychology Students Write Better Essays

2002 ◽  
Vol 2 (2) ◽  
pp. 116-126 ◽  
Author(s):  
Lin Norton ◽  
Rebecca Clifford ◽  
Laurence Hopkins ◽  
Istra Toner ◽  
Bill (J.C.W.) Norton
Keyword(s):  
Action Research ◽  
Rating Scale ◽  
Psychology Students ◽  
Assessment Criteria ◽  
First Year ◽  
Self Assessment ◽  
Research Framework ◽  
The Third

The paper reports on an intervention to help psychology students write better essays by using an Essay Feedback Checklist (EFC). A sample of first year and third year psychology students were asked to rate their own essays in terms of how confident they felt they had been in meeting the departmental assessment criteria. Tutors used the same rating scale when marking the essays and used any mismatches between their rating and that of the student to target their feedback. The aims of the study were to look at the effects of using the EFC in i) writing an essay and ii) clarifying written tutor feedback. Findings showed some mismatches between students and their tutors particularly in the third year. Students were mainly positive about the EFC, although some comments indicated that more help was needed. The implications of these findings are discussed in terms of an action research framework and student self-assessment.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

An Advocate for Self-Assessment: Barbara Weinstein

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  
Self Assessment
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