Learning outcomes and assessment strategies for a psychology sandwich placement year

Peter Reddy, Ros Hill

Research output: Contribution to journalArticle

Abstract

The aim of this action research study was to identify learning outcomes for
assessing work-related transferable skills during undergraduate psychology
sandwich year placements as part of an ongoing cycle of development of the
placement. The merits of assessing such skills are considered in relation to the
role of universities in preparing undergraduates for the world of work together
with National Vocational Qualifications and other assessment frameworks.
Focus group discussions with final year ex-placement students contributed to
the development of questionnaires to identify transferable skills. The
questionnaires were administered to current placement students and their
employers. Focus group and questionnaire responses were generally supportive
of the idea of skills assessment. Possible learning outcomes and their
incorporation into placement year assessment along the lines outlined by James
(2000) are discussed. The importance of moving on to devise an assessment
package to help placement students become reflective, autonomous learners is
emphasised.
Original languageEnglish
Pages (from-to)102-11
Number of pages10
JournalPsychology Teaching Review
Volume10
Issue number1
Publication statusPublished - 2002

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