The final assessment for all psychology courses in the department of interdisciplinary studies, MMU Cheshire programmes, in the past 10 years has been a presentation of project work at an undergraduate conference. It is argued that this acts as an ‘authentic’ assessment method which helps prepare students for future experiences. Alumni who commented on their experience of the assessment noted an increased confidence in their presentation skills, communication skills, pride in their research, and a sense of professionalism. In general it was viewed retrospectively as a valuable learning experience and social event.
KenkelM. B., & PetersonR. L., (Eds.) (2010). Competency-based education for professional psychology. Washington: American Psychological Association. http://dx.doi.org/10.1037/12068-000
7.
MacAndrewS. B. G., & EdwardsK. (2003). Essays are not the only way: A case report on the benefits of authentic assessment. Psychology Learning and Teaching, 2, 134–139. http://dx.doi.org/10.2304/plat.2002.2.2.134
8.
Quality Assurance Agency (2003). Learning from subject review 1993–2001: Sharing good practice. Gloucester, UK: Quality Assurance Agency for Higher Education.
