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Developing Scientific Inquiry Skills in Psychology: Using Authentic Assessment Strategies
Book chapter

Developing Scientific Inquiry Skills in Psychology: Using Authentic Assessment Strategies

Theodore N Bosack, Maureen A McCarthy, Jane S Halonen and Shirley P Clay
Measuring up: Educational assessment challenges and practices for psychology, pp.141-169
American Psychological Association
01/01/2004
DOI: https://doi.org/10.1037/10807-008

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Abstract

In addition to discussing the value to teaching, learning, and assessment of our developmental rubric for scientific inquiry, this chapter offered three practical applications designed for different levels of psychology education and considered ways of scoring these authentic assessments. The spirit of this approach and the multilevel character of the examples reflect several of the points elaborated by Halpern in chapter 1 of this volume as important elements of assessment. The focus of the rubric is upon student learning and skill acquisition. Assignments using the rubric require clear articulation of goals and desired outcomes. Its developmental nature is consistent with Halpern's call to recognize the linkages among the different segments of psychology education from high school through graduate study, to facilitate partnerships among these segments, and to construe student progress in terms of skill and knowledge acquisition rather than courses completed. Furthermore, use of the rubric throughout a sequenced curriculum provides for measures of student advancement at each step in the curriculum and a determination of the effectiveness of each of the steps. Through this application, teachers and programs can proceed to improve their teaching and learning. Therefore, we are hopeful that this proposal for authentic teaching, learning, and assessment will, in conjunction with other practices elaborated in this volume, contribute to further advances in psychology education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

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