Introducing small-group workshops as
formative assessment in large first year
psychology modules
Suzanne Guerin
School of Psychology, University College Dublin
UCD 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
Source: www.123digitalmaps.com/freemaps/country-maps/free-digital-map-ireland-706
• 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) exams
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
UCD Fellows in Teaching and Academic Development
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.
UCD Fellows in Teaching and Academic Development
Preliminary Findings (One Semester)
Ratings Over Time (PSY10090 Only)
4,5
4,4
4,29
4,3
4,29
4,27
4,23
4,19
4,17
4,2
4,1
4,27
4,15
4,13
4,1
4,03
4,1
4,03
4,01
3,99
4
3,94
3,9
3,85
3,8
3,75
3,7
3,6
3,5
I have a better
I achieved the
understanding of
learning
the subject
outcomes
2012-13 Sem 1
The teaching
supported my
learning
The in-class
The assessments Overall I am
activities helped to date were satisfied with this
me to learn.
relevant to the
module
work
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
UCD Fellows in Teaching and Academic Development
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