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Title:Using instructional and assessment vignettes to promote recall, recognition, and transfer in educational psychology courses
Collaborators:Dale Maeder
Publish Date:2006
Journal:Teaching Educational Psychology
Publisher:
Citation: 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. 
Abstract:Instructors have long used short descriptive stories such as vignettes as a tool to model, teach, and research behavior and understanding as well as to stimulate discussion and problem solving in learning situations. This article summarizes the results of a study comparing the effectiveness of two types of vignettes  (evaluation and synthesis) as instructional tools and assessment tasks in five sections of an educational psychology course. Study results suggest that the positive effects of vignette instructional and assessment tasks on student mastery of subject matter are additive, regardless of the type of vignette. Mean quiz, assignment, and posttest scores in the two sections that received vignette instruction were significantly higher than those in sections that did not receive vignette instruction and differed only in terms of assessment style (forced-choice, summarization, and vignette). Scaffolding vignette instruction not only enhanced vignette assessment performance as a measure of transfer of course content, but also enhanced recognition and recall of coursecontent. 
Keyphrases:vignettes, vignette assessment, instructional strategies