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ERIC Number: EJ843450
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: N/A
Using Instructional and Assessment Vignettes to Promote Recall, Recognition, and Transfer in Educational Psychology Courses
Jeffries, Carolyn; Maeder, Dale W.
Teaching Educational Psychology, v1 n2 Spr 2006
Instructors have long used short descriptive stories such as vignettes as a tool to model, teach, and research behavior and understanding as well as to stimulate discussion and problem solving in learning situations. This article summarizes the results of a study comparing the effectiveness of two types of vignettes (evaluation and synthesis) as instructional tools and assessment tasks in five sections of an educational psychology course. Study results suggest that the positive effects of vignette instructional and assessment tasks on student mastery of subject matter are additive, regardless of the type of vignette. Mean quiz, assignment, and posttest scores in the two sections that received vignette instruction were significantly higher than those in sections that did not receive vignette instruction and differed only in terms of assessment style (forced-choice, summarization, and vignette). Scaffolding vignette instruction not only enhanced vignette assessment performance as a measure of transfer of course content, but also enhanced recognition and recall of course content. (Contains 6 tables, 2 figures, and 3 footnotes.)
Teaching Educational Psychology Special Interest Group (TEP/SIG). Educational Foundations Department, Millersville University, P.O. Box 1002, 1 South George Street, Millersville, PA 17551. e-mail: tep@millersville.edu; Web site: http://www.teachingeducpsych.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A