Developing Skills for Psychologists 1

Developing Skills for Psychologists/Neuroscientists 1

• The course focuses on preparing for assessments and learning from feedback.
• Key topics include taking notes in lectures, preparing for assessments, and learning from feedback.

Taking Notes in Lectures

• Note-taking approaches should be tailored to the specific purpose.
• Taking notes involves recording information for self or others (e.g., minutes).
• Making notes involves actively engaging with the material (e.g., highlighting key information, restating ideas).

Beware of Task-Switch Costs

• Multitasking in non-automated tasks is not possible.
• Switching between tasks negatively impacts performance.
• Examples include Creamer (1963) and Musslick & Cohen (2021).

Good Note-Taking Advice

• Effective note-taking is critical for managing and processing information during lectures.
• There are various note-taking techniques, learners should explore different options to find what works best for them.
• Note-taking is helpful for focusing attention, preventing mental drifting, and experimenting with methods.
• Worrying about note-taking can be counterproductive.

Importance of Note-Taking - Evidence

• Limited evidence exists about note-taking.
• Jansen et al. (2017) reported contradictory findings, implying that note-taking can be beneficial or detrimental depending on factors like lecture modality (in-person vs. video), and speed/complexity.
• Note-taking engages cognitive processes but these processes take up cognitive resources.

Preparing for Assessments

• Students were required to review marking criteria for essays and the quantitative report before the lecture.
• They were then asked to individually and in pairs analyze marking criteria in terms of which academic skills are emphasized and considering how those skills might be beneficial after graduating.

Types of Assessments

• The presentation includes images of several assessment types, including essays, examinations, and other tasks.

How Assessments Are Conducted

• Module leads organize marking loads.
• Marking teams calibrate and review feedback.
• Module leads review marks and write reports.
• Quality advisors moderate sample assignments.
• Administrators log marks.
• Marks and feedback are returned to students.
• The process typically takes 15-20 working days

Learning from Feedback

• Feedback is essential for understanding strengths and weaknesses.
• Different types of feedback exist: formative (before submission) and summative (after submission, associated with marks/grades).
• Summative feedback assesses performance against learning outcomes.
• Feedback is crucial for future improvement.
• Effective feedback raises awareness of strengths, boosts self-confidence and provides guidance for skill development. It also improves self-assessment ability and understanding of assessment criteria.

Action Plan for Using Feedback

• Understanding comments, highlighting useful elements.
• Creating a table categorizing issues.
• Listing comments.
• Comparing to previous work, and listing items by priority.

Using Feedback – A Short Guide

• Feedback is critical for assignment improvement, whether formative (learning aid) or summative (assessed work).
• Criticism is a part of learning; adapting feedback into a personal action plan leads to success.

ASC Using Feedback Resources

• Several resources (Panopto recordings, LibGuides, Canvas course material, print/eBook) are available to aid students using feedback.

This quiz focuses on essential skills for psychologists and neuroscientists, particularly on effective note-taking and assessment preparation. It delves into the impact of multitasking and offers advice on using various note-taking techniques to enhance learning outcomes.