A new IDEA in course assessment: Linking learning goals to skills assessed in introductory psychology

This study addresses whether learning strategies would improve students' exam performance. Students in 2 sections (N = 65) of Introductory Psychology participated. I introduced students in the experimental section to learning strategies. Students set individual learning goals and recorded their learning related behavior during the first 2 units. Students in the control condition engaged in nonacademic tasks. All students experienced a lesson on learning at the end of Unit 2. First-year students in the control condition obtained significantly lower scores than all other students on the first 2 exams. On the 3rd exam, differences were not significant. On the final exam, the original pattern reemerged.

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Views of the Students and Teachers about the New Curriculum (Curriculum 2002) and Their Opinion on in-Course Assessment System

Journal of Medicine ◽

10.3329/jom.v8i2.1404 ◽

1970 ◽

Vol 8 (2) ◽

pp. 39-43 ◽

Cited By ~ 1

Author(s):

Abida Ahmed ◽

Momotaj Begum ◽

Shameema Begum ◽

Rezina Akhter ◽

Nilufar Rahman ◽

...

Keyword(s):

Medical Science ◽

Assessment System ◽

Learning Goals ◽

Evaluation Procedure ◽

Examination System ◽

Cross Sectional ◽

Academic Field ◽

Course Assessment ◽

New Curriculum ◽

Mixed Pattern

Background: The academic activities of the 1st and 2nd year MBBS students are running according to the new curriculum (Curriculum 2002). Curriculum is a series of planned activities to which the learner may be exposed in order to achieve the learning goals. But due to ongoing modifications of society, disease demography, medical science, concepts of teaching and availability of newer technique; curriculum may need to be changed. Assessment is the process of testing a student's ability. A good assessment should be valid, reliable, practicable and objective. Without assessment the purpose of effective teaching will not fulfill. To change curricula, examination system or assessment system also needs to be changed. Though evaluation of students is an integral part of all educational processes, a suitable evaluation procedure is said to be lacking. So opinions of teachers as well as students are immensely important to develop an ideal evaluation procedure. Methodology: This cross-sectional prospective study was done in Dhaka Medical college over a period of 1 months.2nd year MBBS students( 100) and teachers of Physiology, Anatomy and Biochemistry (22) gave their opinion in this study in a mixed pattern of questionnaire ( both open-ended and closed) . Results: Majority of students( 84%) but minority of teachers opined that there was need of card completion examination as in course assessment system .Other teachers and students suggested for alternate examination instead of card completion examination like only MCQ (18%), both MCQ and SAQ (82%). Choice of venue of the examination were - tutorial class (58%), lecture class (21%), practical and tutorial class (21%). Discussion: Though present MBBS curriculum is a problem oriented scientific curriculum with modern concepts like MCQ, OSPE, SAQ and SOE; the teachers are facing a lot of problems in implementing the curriculum due to lack of orientation and shortage of manpower. Conclusion: In spite of criticisms Curriculum 2002 is a positive change in an academic field. In order to improve and update the curriculum; its planning should be constantly reviewed. Â DOI = 10.3329/jom.v8i2.1404 J MEDICINE 2007; 8 : 39-43

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Designing Assessment into a Study Abroad Course

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v15i1.226 ◽

2007 ◽

Vol 15 (1) ◽

pp. 189-196

Author(s):

Cathy Santanello ◽

Laura Wolff

Keyword(s):

Study Abroad ◽

Foreign Country ◽

Learning Goals ◽

Assessment Data ◽

Course Assessment

This article presents a study focused on how to assess whether students are learning as a result of a study abroad course and not just experiencing a trip to a foreign country. Appropriate assessments that are embedded into the study abroad course will complement the learning goals of the program and provide course assessment data.

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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