UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives

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). Green open access

[img]
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
Downloads since deposit
6Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item