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Applied Scenarios: Embedding Psychological Literacy in Assessment

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Title: Applied Scenarios: Embedding Psychological Literacy in Assessment
Language: English
Authors: Shiri Einav (ORCID 0000-0003-4632-605X), Alexa Spence, Laura E. R. Blackie, Sarah Cassidy, Harriet A. Allen
Source: Psychology Learning and Teaching. 2024 23(2):224-234.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Psychology, Psychological Studies, Multiple Literacies, Learning Modules, Performance Based Assessment, Community Problems, Active Learning
Geographic Terms: United Kingdom (England)
DOI: 10.1177/14757257231209178
ISSN: 1475-7257
1475-7257
Abstract: Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely "learn" it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation (n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432602
Database: ERIC
FullText Text:
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  Data: Applied Scenarios: Embedding Psychological Literacy in Assessment
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  Data: <searchLink fieldCode="AR" term="%22Shiri+Einav%22">Shiri Einav</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4632-605X">0000-0003-4632-605X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexa+Spence%22">Alexa Spence</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+E%2E+R%2E+Blackie%22">Laura E. R. Blackie</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Cassidy%22">Sarah Cassidy</searchLink><br /><searchLink fieldCode="AR" term="%22Harriet+A%2E+Allen%22">Harriet A. Allen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+Learning+and+Teaching%22"><i>Psychology Learning and Teaching</i></searchLink>. 2024 23(2):224-234.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/14757257231209178
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  Data: 1475-7257<br />1475-7257
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely "learn" it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation (n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.
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