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dc.contributor.authorLafferty, Moira E.*
dc.date.accessioned2017-07-05T11:31:26Z
dc.date.available2017-07-05T11:31:26Z
dc.date.issued2017-05-02
dc.identifier.citationLafferty, M. E. (2017). Chapter 5 Film: Using Secondary data as a mechanism to support student learning. In Watt, S. & Wakefield, C. (eds.), Teaching Visual Methods in the Social Sciences. United Kingdom, Routledge.en
dc.identifier.isbn9781138101357
dc.identifier.urihttp://hdl.handle.net/10034/620552
dc.description.abstractINTRODUCTION This chapter introduces readers to the concept of using feature films as a method for seminar tasks, formative and summative assessment within the social sciences. Drawing on personal experiences, reflection and student feedback examples are given as to how feature films have been used in a final year undergraduate sport psychology module. I begin by charting my own journey discussing how I came to use feature films in assessment. I identify the key literature which provided the evidence base for the task development and review the benefits and caveats to such an approach. Finally, along with a flow chart to help guide those who may wish to use the technique I comment on some future uses of the approach within assessment.
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.routledge.com/Teaching-Visual-Methods-in-the-Social-Sciences/Watt-Wakefield/p/book/9781138101357en
dc.subjectFeature filmsen
dc.subjectStudentsen
dc.subjectLearningen
dc.subjectsport psychologyen
dc.titleChapter 5 Film: Using secondary data as a mechanism to support student learningen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren
dc.date.accepted2015-07-01
or.grant.openaccessYesen
rioxxterms.funderNoneen
rioxxterms.identifier.projectunfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2217-05-02
html.description.abstractINTRODUCTION This chapter introduces readers to the concept of using feature films as a method for seminar tasks, formative and summative assessment within the social sciences. Drawing on personal experiences, reflection and student feedback examples are given as to how feature films have been used in a final year undergraduate sport psychology module. I begin by charting my own journey discussing how I came to use feature films in assessment. I identify the key literature which provided the evidence base for the task development and review the benefits and caveats to such an approach. Finally, along with a flow chart to help guide those who may wish to use the technique I comment on some future uses of the approach within assessment.


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