A Critical Analysis of Examination in Assessing Psychology Students at University - Coursework Example

? A Critical Analysis of Examination in Assessing Psychology at Introduction In order to enhance learning theirassessment by examination is significantly important in education process. The work undertaken by the students during the course and their approach to learning the subject matter are identified as well as affected by the assessment of such activities through examination. Students are assessed for a variety of reasons such as for motivation of students, producing learning opportunities, enabling feedback to students and teachers, grading and for improving quality of education provided and institutions (Rust, 2002). Teachers design assessment and examination techniques to facilitate learning of students and give feedback of the conduct of the students during the course. It is essential to fully understand the real purpose of assessment and the assessment method used should be critically analyzed and evaluated, for the assessment technique to be effective in achieving its purposes. As according to Broadfoot (1994), “Assessment is on the agenda because change is on the agenda; because there is growing pressure in many countries for the education system to do more and different things; because it is felt that assessment is key to achieving these changes” (Broadfoot, 1994). This paper identifies the purpose of the assessment and indicates what should be assessed. It further analyzes the attributes of an efficacious assessment. There are more than one examination methods used in assessing students at educational settings, and this paper analyzes those methods and further describes the strengths and weaknesses, and advantages and disadvantages of the examination method to assess the students. Finally, this paper critically analyzes and evaluates the assessment of psychology students at the university. Analysis and Evaluation of Assessment of Examination The basic principles and issues which are required to be employed in designing assessment strategies for any module are necessary to be clarified. To achieve this objective, assessment is defined as evaluation or appraisal or making a judgment on student examination and even simply on overall conduct of the students during the course. For and effective assessment method, its strengths and Weaknesses should clearly be identified. Assessment of examination can include giving grades as a part of it, but it does not limited to this act. It is a subjective process of evaluation as well as objective one (Rust, 2002). The main purpose of assessment of students is the most important consideration before analyzing and evaluating the assessment and examination methods. Assessment through examination is considered as a dynamic process having multiple aspects and diverse intentions. Such diverse intents include providing the examination criteria on the basis of which students are graded and promoted to next higher level. In assessing students, proper feedback is enabled so as to highlight the quality of student learning, and also teachers are capable to evaluate the the extent to which their teaching is effective. The assessment through examination method is crucial in maintaining academic standards (Brown et al., 1996). The deep understanding of purpose of assessing students facilitates the teacher in establishing a model which defines the assessment method to use in particular educational setting. But before moving to that step of developing assessment framework, the facets of student learning that are to be assessed or examined should be considered. The assessment content majorly depends on the course objectives as both of these assist to achieve the same educational goals for student learning. This is the basic element of an effectively-designed curriculum. The extensive classification of educational and learning objectives covers three critical areas that are knowledge, skills, and attitudes. For the knowledge domain, Harden has illustrated that cognitive measures are addressed by knowledge objectives (Harden, 1979). Categories or Types of Assessment Assessment is categorized as summative and formative assessment. Summative assessment evaluates the features and quality of student learning, and accumulates information on the basis of these characteristics which is used to take pass/fail or grading decisions. The summative assessment ensures whether the course objectives are met, and it is considered at the end of the module through examination. In short, summative assessment is undertaken to achieve purposes of making pass, fail or grading decision, promoting students to study further, assuring students’ suitableness for work and anticipating success in future study and employment. It is argued that the student learning is affected in an adverse manner by summative role of assessment which progressively prevails mostly in educational programs. Unlike summative assessment, formative assessment is, in fact, associated with learning processes of students and assists them in studies. The main purpose of formative assessment is to motivate students and enable feedback regarding students’ learning which encourages the students to demonstrate desired learning results. Formative assessment helps in diagnosing strengths and weaknesses of students, and assists them in developing self-awareness. There can be another category of assessment which facilitates evaluation of the strengths and weaknesses of programs and betterment of the quality of learning delivery. The purpose of this assessment regarding quality assurance is to provide student learning feedback to instructors essentially for the improvement in teaching methods and practices. This type of assessment ensures whether the module is creditworthy, and monitors the teaching and assessment standards over time (Miller, n.d.). The attributes that are desired for an effective assessment tool are next important consideration. Attributes of Assessment Methods Such attributes include the fundamental concepts of validity and reliability, the understanding of which facilitate the assessment objectives. Reliability A totally reliable assessment enables evaluators to use the same criteria and marking system for a particular work, even when they are applying it in different time periods and under same settings. Every time the criteria for a particular work will provide same judgment about the particular work. It is recognized that total objectivity of an assessment is impossible to attain, thus reliability of an assessment is a deserving objective in terms of quality assurance, standards and candor in summative assessment. In short, reliability refers to the preciseness, constancy and the quality of being reproducible of an assessment tools’ outcomes (Rust, 2002). Validity The concept of validity has the same importance level as the reliability. The basic attribute of an assessment method is that it assesses what it aims to assess (Rust, 2002). In outward appearance, the concept of validity testing frequently necessitates the approachability of other models to which the outcomes of the benchmark assessment can be compared. There are multiple facets of validity associated with a test. The overall validity of a specific assessment method is established by compiling all these aspects. Various criteria have been formulated in the educational literature to evaluate the validity of an assessment method to justify its multiple facets. Such These standards are content, construct, face, and criterion validity (Downing, 2003). According to Turnbull, for an assessment tool to be ideally effective, some other characteristics should be possessed by the assessment method such as flexibility, accountability, feasibility, timeliness, comprehensiveness and relevance to both the teacher and student (Turnbull et al., 1998). Assessment Methods According to Brown and Glasner (1999), time-constrained unseen written examinations, and essays and reports marked by instructor during a degree program are given the maximum weight in process of evaluation of student learning. The traditional approach to assessment requires students to write answers to a series of questions which have been discussed during the class through lectures by instructors. The instructor has provided the course material from which the exam questions are to be answered. During the module, students are required to submit a report on any topic chosen from a list of topics that are relevant to the course. The final marking is mostly based on the unseen examination that is taken at the end of the module or program. The questions that are to be answered in an unseen examination are pretty broad in nature but essentially relevant to the tutor lectures and course books. These questions are to be answered in essay form usually (Miller, n.d.). There are many other assessment methods that can be used for different purposes with differing levels of importance. It has been argued that the selection of the method of assessment should be based on and associated with learning results. The method chosen is necessarily determined by the purpose, validity and relevance of the assessment process. It would not be wrong to say that each of the assessment tools has advantages and also disadvantages to some extent. Apart from the traditional approach of assessment tool, there is a range of assessment methods to choose from which includes essay, assignment, individual project, group project or assignment, dissertation, viva and examination. This paper analyzes examination method of assessment in detail. Examination Method of Assessment Two wide categories of testing through examination can be used for evaluating student progress. The first and the most widely used category involves locally developed or faculty generated tests and examinations. These are designed by tutors responsible for setting the educational objectives and teaching the students, and are the best approach for assessing the validity of an academic program. Various departments at research institutions such as English, mathematics, physical education, and psychology mostly use locally designed tests and examinations. The other category involves testing through commercially developed standardized examinations. These examinations are taken under controlled conditions and greatly used to evaluate student competencies. Commercial tests are used to ascertain the level of learning that students have gained in specific fields of study and generated and judged on national level. Standardized testing is mostly used to demonstrate external validity of an academic program (Outcomes Assessment). The examination method is time-constrained and is conducted in such settings where an invigilator is appointed to observe students to ensure that the written content in the paper is the student’s own work. A variety of examination methods are available for assessment of students. Seen examination is a form of examination method in which students are aware about the test and the subject matter of the test ahead of time. The purpose of this sort of examination is to enhance the stress on learning, reducing anxiety of students. Open book exams allow students to refer to some specified book and course material or any notes of their choice during the exam. This can reduce anxiety of students occurred due to exams, and emphasize conning concepts and information related to course material. MCQ is an objective form of examination which allows students to choose from given range of possible answers. Marking MCQ is very easy as it can even be marked by a computer, and also students can easily revise the complete syllabus. Unseen exams are a form of examination which requires the questions to be answered made from any topic of the syllabus of the module (Rust 2002). Strengths of Examination Method In order to examine student achievement regarding knowledge and learning associated with a course program, tests and examinations are generally used, associating with cognitive goals (Outcomes Assessment). Assessment of student learning through examination method encourages strategic thinking as students are given the chance to plan for their examination. Students are provided with the capability to formulate exam strategies with respect to the topics studied during the module and the questions that are to be answered. They may also develop strategic capacity regarding the material presented in the exam so as to present effectively their point of view of the topic discussed. Students are able to respond to time constraints and can develop ability to tolerate pressure. It promotes an extensive knowledge base and a number of learning results (Miller, n.d.). Weaknesses of Examination Method Examination method is often criticized for being taken in comparatively short time interval and the answers provided in the written form may be trivial. A single examination cannot assess all the learning results and the purpose of assessment cannot be fulfilled in this way. Rote learning may also be encouraged for possible answers. Some authors even argue that the exams discourage learning as because of the evidence that graduates are able to deal with problem using their problem solving skills and logically, rather they try to memorize material which can deteriorate their abilities and cognitive thinking (Entwistle, 1981; Gibbs, 1992; Boud, 1992 cited in Miller, n.d.). Such danger can be avoided by designing the examination by including question regarding the application of what is learnt by the students. The exam should contain previously unseen content and scenarios that require student’s ability to answer to the question asked through personal problem solving skills. It is also argued that the examination practice is too narrow in goals (Miller, n.d.). Advantages of Examination Method Following are the advantages of locally developed examination method. Examination papers are easy to be prepared, adjusted according to the course module, and capable to meet institutional objectives. Exams can help in developing significant standards of paper pattern that students are familiar with, and are usually embedded in a particular course of study. Through examination method, quick results can easily be obtained in terms of academic learning of students. These are relatively cheaper than other forms of assessment. Following are the advantages of commercially developed standardized examination method. They can be conveniently adopted and implemented quickly in program. Standardized exams reduce staff time demands in development of exams and then grading students. These exams are scored objectively and offer external validity. Disadvantages of Examination Method Following are the disadvantages of locally developed examination method. Psychometrically valid exams are complex and need a considerable period of time to develop. Exams are considered as more expensive in terms of time and efforts to design them. Significant leadership and coordination is required in formulating exam pattern. Revising exams is not relatively easy as they are based on curriculum and may obstruct change in that curriculum. Exams are unsafe in terms of threat of being stolen and distributed. The outcomes of locally developed examination cannot be inferred outside the curriculum and institution. Following are the disadvantages of commercially developed standardized examination method. They evaluate relatively trivial student learning, and sometimes cannot match the specific objectives of a program. These exams usually produce norm-referenced data which may be less useful than criterion-referenced data for some institutions or study modules. These are more summative than formative, so can cause difficulty in tracking changes in program. Results may not be received in a timely manner using such exams. (Source: Advantages and Disadvantages of Various Assessment Methods) Examination Method for Assessment of Psychology Students at University The American Psychological Association has described various perspectives of psychology such as cognitive, behavioral, humanistic, socio-cultural, psychodynamic, biological and evolutionary. According to the association, the nature of psychology is characterized as a discipline. The APA department has constituted and demonstrated broad knowledge and complete understand of various fields of psychology which include the history of psychology, theory and research, relevant levels of analysis, and ethical issues. Psychological developments have been explained by using concepts and theories of discipline and proper language. Summative performance assessment takes place at the end of psychology module or program, but the extent of effectiveness in assessing the learning of students may vary. However, it is difficult to measure extensive knowledge with respect to psychological discipline in some cases where profound factual and cognitive information is required. The Summative performance assessment has overall mixed potential. Together with the demonstration of content and fields of psychology, the APA has described different assessment methods used for evaluating psychology students at university. Among others, tests and examinations are also constructed for psychology students. Mainly, there are two types of standardized exams taken for assessing psychology students as described by APA: the Academic Concentration Applied Test (ACAT) and the Major Fields Test by ETS. Though both of these standardized exams assess perceptions, learning and reasoning of students in different disciplines of psychology, but overall performance of psychology students on either method of examination can adversely be affected by student course selection. Interpreting the results based on such tests requires sound care by the evaluator. These exams provide opportunity for comparison of quality of education across institutions and assist in considering modifications in order to achieve overall educational goals. The standardized examinations and tests have overall mixed or moderate potential in terms of program achievement for psychology students. Some colleges, universities and graduate schools use another standardized testing method that is called GRE (Graduate Record Examinations). The GRE is widely used to appraise student achievement verbally and also quantitatively. Among many other discipline-specific programs, psychology study and programs offer GRE method to assess student performance. Educational Testing Services, Princeton, New Jersey is responsible for publishing and administering the GRE examination (Outcomes Assessment). Though developing tests locally within a department is a time-consuming approach for many institutions, but according to American Psychological Association, department examinations and tests are evidenced to be an effective way to observe undertaken alteration in psychology student knowledge over time. However, it does not allow for normative comparison with other institutions and programs, and also in addition to it, the locally development examination practice is comparatively complex due to test security and changes in content knowledge of psychology discipline students. The standardized examinations and tests have overall strong potential in terms of program achievement for psychology students, and can effectively achieve assessment objectives. Conclusion Summing up above discussion, it can be concluded that the assessment is a dynamic process which has multiple aspects to take into consideration. Appraisal methods, however, are apparently complex, but effective assessment methods and techniques are focused on fundamental principles of assessment that directs the evaluator to achieve the purpose of the assessment. The suitable method of assessment should be selected keeping in consideration the advantages and disadvantages of the method. The most widely used approach in most of the institutions is the examination method for evaluating the student performance and knowledge of the content. Psychology students are also evaluated on the basis of their scores in examination. However, only examination method should not be given maximum weight, and other methods which are more reliable and valid should be used to appraise psychology students at university for the effective assessment of learning aspects. References Advantages and Disadvantages of Various Assessment Methods (2006) Morningside College, Assessment Handbook. Retrieved 11 Dec 2011, Available from: http://www.morningside.edu/academics/research/assessment/documents/advantagesdisadvantages.pdf Advantages and Disadvantages of Various Assessment Methods. Retrieved 11 Dec 2011, Available from: http://www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf American Psychological Association. Applying Assessment Strategies in Psychology. Washington, DC. Retrieved 12 Dec 2011, Available from: http://www.apa.org/ed/governance/bea/assess-critique.aspx# Broadfoot (1994). Assessment in Education, Editorial, 1: p. 3-10 Brown S, Race, P and Smith, B. (1996). 500 Tips on Assessment. London. Kogan Page. Downing, SM. (2003). Validity: on meaningful interpretation of assessment data. Med Educ, 37(9) p. 830-7. Harden, R. (1979). How to Assess Students: An Overview. Medical Teacher, 1(2); p. 65-70. Miller, Alternative Forms of Formative and Summative Assessment: The Handbook for Economics Lecturers Nigel University of York. Houston, John and Whigham, David (ed), Glasgow Caledonian University. Retrieved 11 Dec 2011, Available from: http://www.economicsnetwork.ac.uk/handbook/printable/assessment_v5.pdf Outcomes Assessment, (2009). Assessment Instruments and Methods Available to Assess Student Learning in the Major. University of Wisconsin. The Board of Regents of the University of Wisconsin System. Retrieved 12 Dec 2011, Available from: http://www.provost.wisc.edu/assessment/manual/manual2.html#a3 Rust, Chris. (2002). Learning and Teaching Briefing Papers Series; Oxford Centre for Staff and Learning Development OCSLD Oxford Brooks University. Retrieved 11 Dec 2011, Available from: http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/p_p_assessment.pdf Turnbull J, Gray J, MacFadyen J. (1998). Improving in-training evaluation programs. Journal General Internal Medcine, 13(5), p. 317-23. Read More