Objective structured professional assessments for trainee educational psychologists: an evaluation |
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| Authors: | Sandra Dunsmuir Cathy Atkinson Jane Lang Amy Warhurst Sarah Wright |
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| Institution: | 1. Educational Psychology Group, Division of Psychology and Language Sciences, University College London, London, UK;2. School of Environment, Education and Development, University of Manchester, Manchester, UK;3. Faculty of Humanities and Social Studies, University of Winchester, Winchester, UK;4. Faculty of Social, Human and Mathematical Sciences, Highfield Campus, University of Southampton, Southampton, UK |
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| Abstract: | Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists’ placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were surveyed. Scenarios, developed with experienced practitioners, were considered authentic and relevant. Tutor feedback indicated that the marking scheme was a good basis for judgements, but required further calibration and standardisation. Strengths and limitations relating to authenticity of scenarios and practical arrangements were identified. Students considered OSPAs to be a valid assessment of communication and perspective-taking skills, although some found them to be anxiety provoking. Levels of authenticity and complexity were deemed appropriate, although there were concerns over time allowed and how the assessment criteria were interpreted. The discussion highlights how OSPAs address issues relating to assessment reliability by improving objectivity, reducing bias and providing uniformity to student assessment experiences. |
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| Keywords: | Assessment educational psychology training simulated consultations scenarios competencies |
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