Chapter 8. How Do You Really Know?

  1. Dominic Upton Head Chair Fellow specialist and
  2. Annie Trapp Director founding member
  1. Kathy Harrington Director

Published Online: 29 APR 2010

DOI: 10.1002/9781444320732.ch8

Teaching Psychology in Higher Education

Teaching Psychology in Higher Education

How to Cite

Harrington, K. (2009) How Do You Really Know?, in Teaching Psychology in Higher Education (eds D. Upton and A. Trapp), BPS Blackwell, Oxford, UK. doi: 10.1002/9781444320732.ch8

Editor Information

  1. University of Worcester, UK

Author Information

  1. London Metropolitan University, UK

Publication History

  1. Published Online: 29 APR 2010
  2. Published Print: 19 FEB 2009

ISBN Information

Print ISBN: 9781405195508

Online ISBN: 9781444320732

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Keywords:

  • raising awareness of potential for assessment - powerful driver of student learning;
  • research developments and assessment in higher education - relevance to teaching psychology;
  • current assessment practice in higher education - tending to lag;
  • persistent student dissatisfaction - in experiences of assessment in higher education;
  • changing higher education context - tension between different purposes of assessment;
  • assessment as a developmental process - informed by current thinking;
  • understandings of assessment;
  • reliability in assessment, measures that are without marker bias;
  • multiple-choice questions, posters, reflective logs, presentations and group projects;
  • students to learn how to take on the role of self-assessor

Summary

This chapter contains sections titled:

  • Introduction

  • Understandings of Assessment

  • Assessment for Learning

  • Methods of Assessment

  • Writing, Thinking and Assessment

  • Specific Issues in Assessment with Large Groups

  • Conclusion

  • References