By Alexia Papageorgiou et al.
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Extra resources for Psychology for Psychologists: A Problem Based Approach to Undergraduate Psychology Teaching
This notion seems to be recognised only too well by other disciplines and hence the inclusion of applied skills in their programmes. The psychological evidence indicating the importance of the application of theoretical knowledge to real-life situations in enhancing and establishing learning seems to be ignored in undergraduate psychology degrees (Goedeke, 1997; Reynolds, 1997). Applied skills and the applicability of psychological knowledge are reserved for the select few at the postgraduate level.
Problem-Based Learning Heather’s story Heather MacDonald is a 20-year-old, pale-faced, red-haired student from Edinburgh in Scotland. She lost her father two years ago from skin cancer at the age of 45. She had a difficult time coping with the bereavement. Heather is the eldest of three children and was the main support for her mother and her younger siblings during this difficult time of grief. She has completed two years of her psychology degree at the University of Edinburgh and decides to go on holiday to Agia Napa in Cyprus with her two university friends – Francesca from Naples and Dominique from Jamaica – two weeks before the start of the new term.
Does the test truly measure the theoretical intended construct? It is the father of all validity measures as it encompasses all the other measures of validity. Generalisability Another very important factor to consider is generalisability. This is a simple concept, but requires complex psychometrics to analyse it. The basic principle is that there are always errors made in assessment. Some of these are inter-rater errors (minimised by model answers and checklists), some are due to bias by the examiner and so on.