Main -> In the Classroom: Educational Psychology -> Instructional and assessment vignettes
Instructional and assessment vignettes. Jeffries and Maeder (2006) conducted a randomized experimental study to assess the effectiveness of using vignettes to teach educational psychology. Jeffries and Maeder questioned whether the use of vignettes would improve content knowledge and result in transfer of course material to the classroom. Over the course of several weeks students were taught educational psychology concepts using no vignettes (control), summarized text passages, vignette only, or either a scaffolded evaluation focused vignette or a scaffolded synthesis focused vignette. Eight topics were taught using these methods (e.g., vicarious learning, self-regulation, locus of control). Half of the topics were taught face-to-face, and the remaining half was taught online. Results indicated when students received vignette instruction, they had significantly higher academic performance and transfer of learning material than students who were taught via a non-vignette method. Additionally, students reported that the vignettes helped them learn and transfer course material.
Jeffries, C., & Maeder, D. W. (2006). Using instructional and assessment vignettes to promote recall, recognition, and transfer in educational psychology courses. Teaching Educational Psychology 1(2), 1-19.
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