Students exiting University with a degree of which a large component is Psychology, require an understanding of Psychology as a science and should be able to use this base as a guide for their practice. In forder to attain the skills necessary to achieve this, it is important that students be engaged in the learning process. During 2006 the Psychology 1 units at the University of Tasmania underwent a large overhaul that aimed, among other things, to introduce formative assessment practices, and to both equip and encourage students to become independent learners. We collected Student Engagement information (Ahlfeldt, Mehta & Sellnow, 2005), regarding the extent to which students felt the course emphasised various mental activities at the end of each semester in 2006 and 2007. Generally students perceived no difference in the extent to which lower level cognitive processes were emphasized; however, each year there was an increase in the extent to which students thought that the higher level cognitive skills of evaluating information, arguments or methods were emphasized.
History
Publication title
Proceedings of 43rd APS annual conference: psychology leading change
Volume
2008
Editors
Nicholas Voudouris and Vicky Mrowinski
Pagination
204-208
ISBN
978-0-909881-36-8
Department/School
School of Psychological Sciences
Publisher
Australian Psychological Society
Place of publication
Australia
Event title
APS: Australian Psychological Society Annual Conference
Event Venue
Hobart, Tasmania
Date of Event (Start Date)
2008-09-23
Date of Event (End Date)
2008-09-27
Rights statement
Copyright 2008 Australian Psychological Society
Repository Status
Restricted
Socio-economic Objectives
Assessment, development and evaluation of curriculum