Be the first to like this
This paper aims to demonstrate the utility of taking a programme-level approach to the design of assessments on a psychology programme.
Assessment has the potential to be a driving pedagogical instrument in third-level psychology education. The function of assessment should not merely be to measure learning, it should be an occasion for psychology students to engage with and develop their learning.
Staff developing psychology assessments for an ‘off-campus’ BA in Humanities (Psychology Major) in Dublin City University do so in line with an assessment matrix that is designed to ensure that assessments provide students with reasonable opportunities to achieve all programme learning outcomes, across the programme, as well as all module learning outcomes within a specific module. This process is supported by training workshops and an online course for assessment writers.
This approach provides a way in which it can be demonstrated that there is appropriate constructive alignment on a psychology programme.