Introducing small-group workshops as formative assessment in large first year

psychology modulesSuzanne Guerin

School of Psychology, University College DublinUCD Fellow in Teaching & Academic Development

Presented at 6th International Conference on Psychology Education, Flagstaff, Arizona

Background and Aim

Background• Psychology at third level is often marked by large groups,

particularly in first year and introductory programmes. • Group work seen as a possible tool in this context.• Evidence of systematic variation between academic and social

benefits of group work and student experience (Eglas, 1954; Pauli et al, 2008).

• Livingston and Lynch (2000) suggest that negative perceptions are influenced by poorly designed tasks.

• Meyer (1997) identified a range of strategies to promote participation and productivity.

The Context: UG Psychology in Ireland

• Two jurisdictions on the island• Psychology in Northern Ireland

accredited by British Psychological Society

• Psychology in the Republic of Ireland accredited by Psychological Society of Ireland

• Approx. 15 institutions delivering accredited undergraduate programmes on the island

• In RoI there is significant competition for places via the state (national) examsSource:

www.123digitalmaps.com/free-maps/country-maps/free-digital-map-ireland-706

The Context: Psychology in UCD

• UCD Ireland’s largest university (25,000 students)

• Psychology is awarded within the BA programme

• Structure is influenced by UCD Horizons programme

• Students can access electives from across the university

• All modules (with limited exceptions) must offer places to elective students

• Psychology is VERY POPULAR as an elective!

The Context: Module PSY10090

• Introduction to Applied Psychology is a first year module• Designed as a general elective:– Additional first year modules for psych major students– Access to psych modules for non-psych students

• Focus is on the application of psychological research around us• Original Assessment Methods– 40% class test – In class multiple choice question (MCQ) test

examining key concepts – 60% assignment – Critique of a media report of research and

the associated research article• Included optional group workshop to develop critical thinking

skills ahead of final assignment

The Present Study

• Larger project conducted over two years which aimed:– Develop a model of small group in-class workshops, – To examine the contribution of these tasks as a method of

assessment.

• Three phases– P1: Initial reflection on current task practice and

development of teaching manual– P2: Pilot use of group task as a formative assessment– P3: Evaluate formal use of group task as summative

assessment

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The Group Task

• Group task as a summative assessment (40%)– Replaces the in class test from previous years– In class worksheet on target article completed in groups 5/6– Roving tutors support the process– Worksheet is graded for evidence of critical thinking (15%)– Followed by an individual reflection on article and process (25%)

• Critical thinking framework (Egan et al)– What claim(s) are you being asked to believe? (Interpretation)– What evidence is used to support the claim(s)? (Analysis)– How valid is the evidence cited? (Evaluation)– Provide alternative explanations for these results. (Inference)– What is the most likely conclusion based on the evidence?

(Explanation)

Research Methods

• Mixed methods survey design• Uses routine data and targeted data collection• Student experience of PSY10090 compared to student experience

of a more traditional module– PSY10050 Introduction to Psychology– Mid semester class test (50%) & End semester class test (50%)

• Total number of possible participants = 403, Final sample of responses = 83 (20.6% - but may include doubles)

• Uses UCD student module feedback survey (SMFS)• Standard multiple choice and open-ended questions (asked of all

modules in UCD), additional closed and open-ended questions

SMFS Questions (PSY10090 & PSY10050)Question type Question text

Quantitative I have a better understanding of the subject after completing this module

I achieved the learning outcomes for this module

The teaching on this module supported my learning

The workload on this module was manageable.

Learning materials made available on my module have enhanced my learning.

The in-class activities in this module helped me to learn.

The assessments to date were relevant to the work of the module.

Overall I am satisfied with this module

Qualitative What was helpful about the assessment procedures in this module?

What was unhelpful about the assessment procedures in this module?

Identify up to three aspects of the module that most helped your learning

Suggest up to three changes to the module that would enhance your learning.

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Preliminary Findings (One Semester)

Ratings Over Time (PSY10090 Only)

3.5

3.6

3.7

3.8

3.9

4

4.1

4.2

4.3

4.4

4.5

4.03

4.13

4.03

4.1

4.27

4.1

4.17

3.85

4.23

3.99

4.19

4.01

4.29

3.94

4.27

3.75

4.29

4.15

2012-13 Sem 1 2011-12 Sem 1&2 2010-11 Sem 1&2

Possible Impact on Registration (PSY10090)

Discussion

• Number of aspects highlighted by Meyers’ (1997) have been addressed in the development of the workshop. – Detailed information on the task is provided – Information on group functioning is provided – Individual reflection ensures some individual assessment.

• Quantitative data highlighted few differences between students’ ratings of the two modules.

• Some possible patterns of change over time in student experience (to be examined in more detail)

• Does an inherent concern regarding group work (which is evident in the existing literature) continue to undermine students’ experiences in PSY10090?

Conclusion

• Introduction of the group-based summative assessment may have had an impact on experience and uptake.

• Analysis of the qualitative survey data and performance data will provide further insight into these issues.

• Ongoing consolidation in 2013-2014– Module offered in Semester 2 only (link to development

of general Arts Transition to University module)– Based on Meyer (1997) have included a more formal self

and peer evaluation in the reflection. – Work of Pauli et al (2008) may maximise the functioning of

the groups and in turn students’ experience in the groups.– Aim to examine student experience of new elements

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Thank You!

• Any questions?

• Please feel free to contact me: Suzanne.Guerin@ucd.ie

• UCD Fellowships funded under the HEA Strategic Innovation Fund II

UCD Fellows in Teaching and Academic Development