Some characteristics of assessment of learning outcomes at Psychology degree programs from the perspective of professors and students

Reich, Marijana. (2015). Some characteristics of assessment of learning outcomes at Psychology degree programs from the perspective of professors and students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Ljubotina, Damir].

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Abstract

The main objective of this study was to examine the assessment of learning outcomes at the undergraduate and graduate psychology degree programs, at the Faculty of Humanities and Social Sciences in Zagreb. The study was conducted in two parts. For the first part of the study a questionnaire designed by the author was completed by the professors who administer the exams at the Department of Psychology, separately for each course in which exams are performed. Questionnaires for a total of 43 courses were completed. In the second part of the study a questionnaire designed by the author was completed by 188 students of the second and third year of the undergraduate and first year of graduate degree programs in psychology. The results suggest that each course has specific and detailed rules and procedures for the formation of the final score. The main source of problems in assessment of knowledge for professors is the lack of time due to the large number of students (47.2%), the lack of oral exams (36.1%), selection of questions of adequate quality and creating new questions (27.8%). Students most frequently mentioned problems related to selection of questions of adequate quality (29.4%), schedules of exams (27.6%), subjectivity of assessment (19.0%) and unbalanced and inadequately explained assessment criteria (18.4%). Assessment in the form of exams during the course of a semester was considered mostly or very useful by 92.5% of students. In most cases, professors (for 88.1% courses) and students (85.1%) were satisfied with the quality and organization of the examination, none of the students and professors for only 7.1% courses claim to be very unsatisfied.

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