The final grade in Psychology 387 will be based on your
performance on seven unit quizzes, one tutor-marked assignment and a
final exam. Your performance on the quizzes will account for 42% of
your final grade (seven quizzes at 6% each), your tutor-marked
assignment will account for 8% of your grade, and your performance on
the final exam will account for the remaining 50% of your grade.
The following is an explanation of each evaluation device:
Once you have finished studying the material in a unit, go to the
Psychology 387 website (http://psych.athabascau.ca/html/Psych387/)
and select the Take a Quiz link in the left column. Fill in
the required information, making sure to enter your student number and
the name of your assigned course tutor (named in the tutor letter you
received). You will then receive a quiz which should take less than
one hour to complete. You have up to three hours to submit the
quiz. If you take more than three hours to submit a quiz, it will not
be accepted and you will have failed that form of the quiz. Ensure
that you have enough uninterrupted time to complete and submit each
Each unit quiz will consist of two parts: a computer-marked portion
and a tutor-marked portion. Each of the seven computer-marked quiz
portions will contribute 4% of your overall course grade (28% of your
overall course grade). Each of the seven tutor-marked quiz portions
will contribute 2% of your course grade (14% of your overall course
The computer-marked part of the quiz will consist of objective
items (e.g., multiple-choice, true-false). After you have taken and
submitted the quiz, you will receive a computer-generated grade by
email, including both the items you answered correctly and those you
answered incorrectly. If you receive a grade of less than 80% on this
part of the quiz, you will be required to take a second quiz. If you
fail to achieve a grade of 80% or more on your second try, you will be
required to take a third quiz. If you do not achieve the 80%
criterion on the third try, your grade for the unit quiz
(computer-generated portion) will be that of your third attempt. After
taking a quiz, you will be required to wait at least three hours
before being permitted to attempt another quiz. Quizzes will be
randomly generated from a bank of test questions, so your quiz
questions will vary between attempts. Failing to achieve 80% or better
on a unit quiz indicates that you need additional study, not simply
another quiz. You are expected to restudy the unit material before
making a second or third attempt at a quiz.
When you achieve a grade of 80% or more on the computer-marked part
of the quiz or have made three attempts, you will proceed to the next
unit. Once students achieve a score of 80% or more on the
computer-marked portion of a unit quiz, they go on to the next unit
and are not permitted to retake the passed unit in an effort to boost
their unit quiz grade.
Your initial unit quiz will include some questions requiring short
answers that will be sent to your tutor for grading. The tutor-marked
items will require you to write original examples of concepts and
principles, explain how you would apply a concept or principle to
solve a behavior problem, or apply critical-thinking skills to analyze
or interpret course material. This tutor-marked part of the quiz will
only be presented once; these questions will not appear on second and
third quiz retakes. You will have only one attempt at the
tutor-marked items in each unit. Your tutor will grade them, normally
within two or three business days, and then send you your score via
Unit 5 Tutor-Marked Project
In Unit 5, one major emphasis is the procedures and methods
involved in teaching concepts. For your project, you will be required
to design a set of procedures and materials to effectively teach
someone a concept or set of related concepts.
We wish to give you a wide range of options for both concepts and
choice of learner populations for which your concept program
is intended. For example, you could select a concept taught in one
of your university courses and develop a
conceptual exercise akin to the conceptual exercises included
in this course. Should you choose this route, the learner population
would be students who enroll in that course. (However, please do
not select one of the concepts taught in Psychology 387, because
we have already provided these for you and we would like to
see instead some original work on your part.) If you are
interested in teaching younger children, you may choose a concept
appropriate for children of a given skill level, such as colour naming
for a preschool population. Select a concept from a subject matter
area that interests you, that you feel will be valuable to teach. You
are encouraged to select your own concept, but check with your tutor
to determine whether the concept is appropriate.
Here are some examples of concepts from outside the field of
irony or allegory in literature. (At times, teachers of
English do not employ the principles of concept learning in
teaching literary devices. Students may be expected to make rather
complex conceptual discriminations after exposure to only a single
example and no non-examples.)
metre in poetry. (Tennyson and his colleagues used concept
programming to teach students iambic pentameter, one type of
Darwinian Evolution (versus Lamarckian Evolution).
elasticity of demand in economics.
matriarchal and patriarchal societies in anthropology.
Substance abuse disorders in psychiatry.
art deco in design.
Required Components of a Concept Program
Concept definition and analysis of variable features
Define the concept, specifying each critical feature.
Specify the variable properties of the concept, especially
those which are commonly correlated with the critical
Teaching examples and non-examples
Construct a set of examples and non-examples. Examples should
contain all the critical features of the concept and
non-examples should lack only a single critical feature. A
variety of variable features should be present in both examples
You may wish to use matched and divergent example/non-example
pairs, as discussed in the text. (Note: In some
cases use of matched pairs is unnecessary and excessively
time-consuming. For these reasons, we have not used matched
pairs in most of the conceptual exercises in this course.)
The number of examples and non-examples you use should range
from six to ten, depending on the number (and difficulty) of the
critical features of your concept.
Analysis of examples and non-examples: For each example or
non-example you construct, you should include a brief explanation
of why the illustration qualifies as an example or fails to do so
based on the presence or absence of the critical features of the
concept. These analysis statements would be presented to the
learner with the illustrations or would follow student response to
the illustrations (i.e., as feedback).
Construct a set of test items consisting of examples and
non-examples of the concept you have taught. Also include an
answer key for the test items.
If the concept program has been properly designed and is
appropriate for the learner’s skill level, learners should
be able to achieve 90% mastery of the test items. The 10% error
rate allows for minor inadequacies in both program design and
learner response (e.g., lapses in attention). If a 100% mastery
criterion were essential (e.g., as in teaching surgical
procedures or nuclear power plant operation), the program and
the conditions influencing the learner could be modified
Contact your tutor if you have any difficulties with this
assignment. You may take the final exam before this assignment
is graded and returned to you.
The Final Exam
The final exam consists of a variety of question types including
short-answer essay questions and multiple-choice questions. The key to
success on the exam is learning the answers to the study questions.
You will have up to three hours to complete the exam. The exam for
Psychology 387 is a closed-book exam, meaning that you may
not take any notes, textbooks, or other aids into the examination
room. Please write legibly; an exam that is not legible will not be
graded. Please be sure that you have satisfactorily completed all
seven unit quizzes before you take the final exam. You must receive a
grade of 50% or more on the final exam to pass the course. If you fail
the final exam, you may study the material again and take a
supplemental exam. Athabasca University regulations limit students to
no more than one supplemental exam.
Note: With the course professor’s
permission, students may opt to have the final exam serve as 92% of
their course grade, with the Unit 5 tutor-marked assignment
contributing the remaining 8%. This no-quiz option may be permitted,
for example, to institutionalized individuals who do not have access
to the Internet. To pursue this option, you must obtain permission
from the course professor during your first month of enrolment in
Psychology 387. Permission will not be given to students
after this time.
Students in Psychology 387 will take the final course
examination online. One month prior to writing the examination, you
must complete and submit an Examination Request Form. If you plan to
take the examination at the AU Learning Centre in Calgary, Edmonton,
or Athabasca, contact the examination supervisor at the Learning
Centre to book a time before submitting your examination request. Be
sure to state that you are writing an online examination to ensure
that the computer lab will be booked for you. If you are making
arrangements with an examination invigilator outside of Calgary,
Edmonton, or Athabasca, it is your responsibility to ensure a computer
with an Internet connection and Internet Explorer 5.0 or higher is
available for your use.
When requesting your exam please ensure you have your
invigilator’s email address.