Teaching the writing of psychological reports through formative assessment: peer and teacher review     

Åsa Eriksson  Liselotte Maurex 《Assessment & Evaluation in Higher Education》2018,43(8):1294-1301

This paper describes the teaching of psychological report writing at Karolinska Institutet and the efforts to improve it through the introduction of formative assessment applied as peer and teacher review. 48 fourth-year psychology students were required to write a psychological report. Half of the students also participated in a non-mandatory peer review of a first draft. All students handed in a preliminary version of the report, had it reviewed by the teachers and made alterations before handing in a final version. The results showed that both peer review and teacher review were valuable methods in the teaching of psychological report writing.  相似文献