Increasing interest in cognitive psychology using scenario–based assessment

Abstract

Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario–based assessment which successfully increased student interest in cognitive psychology. Reflections on the meaning of assessment led to a reframing of the purpose of the taught classes to serve the assignment, an approach favoured by students that staff had previously resisted. The focus shifted from delivery of content to facilitating students in the assignment work. The complexity and richness of the scenario guaranteed interesting class discussions, helped students practice applying their knowledge of psychology, and inspired students to explore the literature creatively. Observation and student feedback led to further refinements, eventually generating not just increased student enthusiasm but also a significant increase in performance.