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.

THE EFFECT OF ATTITUDE AND STATEMENT FAVORABILITY UPON THE JUDGMENT OF ATTITUDE STATEMENTS

1976 ◽  
Vol 4 (2) ◽  
pp. 249-256 ◽  
Author(s):  
B. Corenblum ◽  
Vera K. Corfield
Keyword(s):  
Inverse Relationship ◽  
Rating Scale ◽  
Social Judgment ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Adaptation Level ◽  
Male And Female ◽  
Social Judgment Theory ◽  
The Third ◽  
Adaptation Level Theory

Male and female introductory psychology students who held extreme attitudes toward legalized abortion judged the favorability of attitude statements on that issue. Both Sherif's social judgment theory and Helson's adaptation-level theory suggest an inverse relationship between judgment and subject attitude. Accentuation theory predicts that statement ratings reflect the congruency between attitude, value connotations of the rating scale, and the extremity of the attitude statements. To test these predictions, subjects judged an initial triad consisting of either two pro or two con abortion statements plus a moderate abortion statement. The pro or con contexts were alternated over the nine trials with the moderate statement appearing in the third position. Subjects with favorable attitudes evidenced favorable judgments of the moderate and pro statements and unfavorable judgments of the con statements. By comparison, subjects with unfavorable attitudes were less extreme in their evaluations of the attitude statements. Judgments of the statements were shown to be largely inconsistent with predictions from social judgment theory and adaptation-level theory, but consistent with accentuation theory.

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.

scholarly journals KECEMASAN MAHASISWA MENGHADAPI OBJECTIVE STRUCTURAL CLINICAL EXAMINATION (OSCE)

2016 ◽  
Vol 3 (2) ◽  
pp. 88
Author(s):  
Rahmawati Sri Praptiningsih
Keyword(s):  
Clinical Examination ◽  
Rating Scale ◽  
Pearson Correlation ◽  
First Year ◽  
Cross Sectional ◽  
Pearson Product Moment Correlation ◽  
Descriptive Research ◽  
The Third ◽  
Pearson Correlation Test ◽  
Quantitative Descriptive

Background: OSCE is a clinical examination to test students’ skill. Students have to demonstrate skill possessed by the different conditions and examined by a particular examiners. The condition potentially the students suffering of anxiety in which symptoniced by phsichologies as students’ scared, felt nervous insecure. Impacts of anxiety caused reduction of students’ skill in pursuing their tasks thereby get the bad result .Purpose: To find out the correlation between anxiety and OSCE gradeMethod: This research is a quantitative descriptive research with cross sectional method,. Samples were taken from all second and third year students as many of 135 students who participated in OSCE. To investigate, the researcher used two kinds of research instruments, OSCE checklist and anxiety rating scale which were filled by students, then it was conducted statistics test using Pearson Product Moment correlation test.Results: Anxiety score in this research was about 73-141, with an average 100,66 and deviation standard 12,55, whereas OSCE grade showed that the lowest score was 40 and the highest was 92 with the average 71,5; deviation standard 10,52 and the probability > 0,001 (0,396>0,01). Conclusion: Most of students suffered nervous when facing OSCE. After analyzing through Pearson correlation test was obtained that there was not any positive correlation between students’ anxiety and OSCE grade. And there was significancy different between the first year and the third year

scholarly journals Translation Product: How is it Assessed by the Trainees, the Trainers and the Employers?

2019 ◽  
Vol 19 (2) ◽  
Keyword(s):  
Rating Scale ◽  
Service Providers ◽  
Assessment Criteria ◽  
Point Scale ◽  
Self Assessment ◽  
Teachers And Students ◽  
Translation Service ◽  
High Level ◽  
Inverse Translation ◽  
Senior Students

According to Koby (2014), translation assessment for pedagogical implications needs to be investigated further. This paper discusses how translations of university senior students in the Jordanian context are assessed by university translation teachers, employers in the translation labour market and by the students themselves. It probes into the assessment criteria employed by the teachers and the employers for pedagogical implications. Teachers and students were sampled from five different universities in Jordan while the employers were sampled from translation service providers Amman. Twenty six senior students were requested to perform a task of inverse translation to be assessed by the three groups of assessors. The teachers and the employers were asked to rate the product on a five-point scale and comment on the errors and deficiencies that are considered crucial from their perspective. In addition, they were requested to elaborate on the assessment criteria they used. Students, on the other hand, had to respond to a self-criterion rating scale. The results show that there was a high level of concurrence in the assessment of the teachers and the employers and a disjunction between that and the self-assessment where the latter showed some over-estimation in comparison with the second party assessment.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PENGGUNAAN VIDEO PEMBELAJARAN BAGI SISWA KELAS IV DI SDN 187/IV KOTA JAMBI

2015 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Juniar Siregar
Keyword(s):  
Action Research ◽  
Research Method ◽  
Research Report ◽  
The Third ◽  
The Media ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study presents a research report on improving students’ Learning results on IPA through Video. The objective was to find out whether students’ learning result improved when they are taught by using Video. It was conducted using classroom action research method. The subject of the study was the Grade IV students of SDN 187/IV Kota Jambi which is located on Jln. Adi Sucipto RT 05 Kecamatan Jambi Selatan, and the number of the students were 21 persons. The instruments used were test. In analyzing the data, the mean of the students’ score for the on fisrt sycle was 65,4 (42,85%) and the mean on cycle two was 68,5 (37,15%) and the mean of the third cycle was 81,4 (100%). Then it can be concluded that the use of video on learning IPA can improve the students’ learning result. It is suggested that teachers should use video as one of the media to improve students’ learning result on IPA.Keywords : IPA, students’ learning result, video

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

PENILAIAN KEMAMPUAN GURU DALAM MEMBUAT BAHAN AJAR DI SDN 005 KOTO SENTAJO

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Yusra Yusra
Keyword(s):  
Action Research ◽  
Research Methods ◽  
Learning Process ◽  
Quantitative Research ◽  
Total Sample ◽  
Teaching Materials ◽  
Quantitative Research Methods ◽  
The Third ◽  
Nature Of Teaching

Teaching materials are one of the most important parts of the learning process and also prove that the teacher is professional or not, the nature of teaching materials is to provide convenience when conducting learning. This research is a school action research using descriptive quantitative research methods which in the results of this study are explained using numbers in the presentation. Place in SDN 005 Koto Sentajo Sentajo Raya Subdistrict Kuantan Singingi Regency with a total sample of 10 teachers. The results of this study will discuss three aspects of assessment in teaching materials, the first in the aspect of content feasibility illustrates that in the appropriate category there are 6 teachers with a percentage of 60%, and the category is very feasible with a total of 4 teachers with a percentage of 40%. in the second aspect the assessment of linguistic aspects in the feasible category with the percentage of 50%, and the very decent category 50%. in the third aspect, the evaluation of the presentation aspects in the category is feasible with a percentage of 20%, and in the very feasible category of 80%. Then it can be concluded that the teacher's ability to make teaching materials is good, and the making of teaching materials is appropriate for use in the learning process.

Cariño Project: Sustainable Baby Clothes Year 1

2019 ◽  
Vol 10 (10) ◽  
pp. 1023-1026
Author(s):  
Perini Anerose ◽  
◽  
Titton Maria Beatriz Pauperio ◽  
Salvalaio Cláudio Luiz ◽  
◽  
...  
Keyword(s):  
Action Research ◽  
First Year ◽  
Scholarship Students

The article presents the development of the Extension Cariño project: sustainable baby clothes in its first year of operation. This is an action research carried out by teachers and scholarship students of the project with the partner communities.

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