Sherri B. Lantinga
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presentations and gave students 5 days to complete the assignment. I used the same
grading rubric for the tests as for the position papers. The position papers averaged
78.90% (SD = 12.80); scores ranged from 40% to 98%. The most significant errors
were failure to state a clear thesis, failure to define terms clearly, or failure to defend
against counterarguments. Out of a total of 20 papers, only 7 earned a score of
“excellent” on the rubric scale “Thesis” and 10 scored “unsatisfactory.” In contrast, the
take-home test averaged 87.43% (SD = 8.26); scores ranged from 70% to 99%. All but
two students scored “excellent” on “Thesis,” indicating appreciable improvement in
that area.
Improvements
Based on students’ and my own assessment of this project, I anticipate making some
adjustments in future classes. For example, some of the readings were too difficult for this
level of student, so I will seek others that are more appropriate. I will also consider meeting
with the groups to further encourage an accountable, team-based approach to the research
and preparation for the debate; this would also be a way to check for problems or conflicts
ahead of time. Finally, I will give students the option to submit an early draft of their
papers a few days ahead of the deadline for formative feedback.
Conclusions
This project was an effective means to develop introductory students’ critical thinking
and professional skills and to alert students to some controversial issues in psychology.
Students learned by finding and reading research, writing cogent arguments to defend a
position, preparing a presentation with others, responding to questions and arguments,
and hearing others’ definitions and arguments about other topics. This project improved
students’ abilities in ways not possible with a lecture or other instructor-centered
format.
References
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
American Psychological Association. (2007). Applying assessment strategies in psychology: Critique of
assessment strategies applied to goals and outcomes. Retrieved March 21, 2007, from http://www.
apa.org/ed/critique_study.html
Nier, J. A. (Ed.). (2005). Taking sides: Clashing views on controversial issues in social psychology.
Dubuque, IA: McGraw-Hill.