CE  Vol.3 No.3 , June 2012
Making the Grade: Evaluating the Construct Validity of MyPsychLab as a Measure of Psychology Mastery
ABSTRACT
Publishers of resources for secondary and post-secondary education are becoming more innovative in developing tools for mastery of the course material. Pearson Education Inc.’s MyPsychLab is an example of such a tool. MyPsychLab consists of online exercises, flashcards, and demonstrations; but also includes pretest and posttest assessment tools (which can be taken repeatedly until mastery is reached). Given this tool promotes material mastery, it is expected that MyPsychLab performance would be related to course performance in more traditional formats. The present study investigated the relation between MyPsychLab, and five additional means of course assessment in a large sample of students enrolled in an introductory Psychology course. Results indicated that MyPsychLab was significantly correlated with all other measures of course performance. Moreover, performance on MyPsychLab was the highest loading item on both a latent component and factor assessing overall course performance and psychology mastery.

Cite this paper
Cramer, K. , Ross, C. , Orr, E. & Marcoccia, A. (2012). Making the Grade: Evaluating the Construct Validity of MyPsychLab as a Measure of Psychology Mastery. Creative Education, 3, 293-295. doi: 10.4236/ce.2012.33046.
References
[1]   Brown, S., & Knight, P. (1994). Assessing learners in higher education. London: Kogan Page.

[2]   Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16, 193- 200. doi:10.1046/j.1365-2729.2000.00132.x

[3]   Deeprose, C., & Armitage, C. (2004). Reports: Giving formative feedback in higher education. Psychology Learning and Teaching, 4, 43- 46. doi:10.2304/plat.2004.4.1.43

[4]   Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32, 399-409. doi:10.1080/03055690600850354

[5]   Tzufang, H. (2009). The role of task-specific adapted knowledge of response feedback in algebra problem solving online homework in a college remedial course. Doctoral Dissertation, Los Angeles: University of Southern California.

[6]   Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in web-based learning. Journal of Computer Assisted Learning, 22, 207-217. doi:10.1111/j.1365-2729.2006.00166.x

[7]   Wertsch, J. V., & Tulviste, P. (1992). L. S. Vygotsky and contemporary developmental psychology. Developmental Psychology, 28, 548-557. doi:10.1037/0012-1649.28.4.548

[8]   Wininger, S. R. (2005). Using your tests to teach: Formative assessment. Teaching of Psychology, 32, 164-166. doi:10.1207/s15328023top3203_7

 
 
Top