Dunsmuir, S;
Atkinson, C;
Lang, J;
Wright, S;
(2019)
The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives.
International Journal of School & Educational Psychology
10.1080/21683603.2019.1605953.
(In press).
Preview |
Text
Dunsmuir_The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training_AAM.pdf - Accepted Version Download (520kB) | Preview |
Abstract
This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.This paper explores trainee educational psychology doctoral students’ experiences of Objective Structured Professional Assessments (OSPAs), implemented at three UK universities and involving participation in a series of timed, simulated scenarios. Focus groups were audio-recorded, transcribed, and subjected to thematic analysis. Themes linked with cognitions included identification of learning processes (reflection, discovery, reception) or practical constraints (authenticity and timing of scenarios). Statements of emotion included positive responses (containment, reassurance, and relief) as well as more adverse reactions to the experience (anxiety and anger). Overall, the findings suggest that many students valued OSPAs as worthwhile and useful in developing professional competencies.
| Type: | Article |
|---|---|
| Title: | The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/21683603.2019.1605953 |
| Publisher version: | https://doi.org/10.1080/21683603.2019.1605953 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Assessment, professional competence, evaluation, formative, OSPA, practice simulations, educational/school psychology training |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10076924 |
Archive Staff Only
 |
View Item |
