This study evaluates an innovative method of delivery and assessment in psychology, using enquiry-based learning as a method of delivery, and student-led seminars that are peer-assessed as part of the assessment. Students' grades in a first semester developmental psychology module were found to be significantly higher than a conventionally delivered and assessed module in the second semester. The results of this evaluation are discussed in terms of student benefit and feedback.
BrownS. (1998). Peer Assessment in Practice. Birmingham: SEDA.
3.
DahlgreenM.DahlgreenL. (2002). Portraits of PBL: Student's experiences of the characteristics of PBL in physiotherapy, computer engineering and psychology. Instructional Science, 30(2), 111–127.
4.
MilliganF. (1999). Beyond the rhetoric of PBL: Emancipatory limits and links with androgopy. Nurse Education Today, 19(7), 548–555.
5.
ReynoldsF. (1997). Studying psychology at degree level: Would problem based learning enhance students' experiences?Studies in Higher Education, 22(3), 263–275.
6.
VygotskyL. (1978). Thought and Language. Cambridge: MIT Press.
