Introduction: Psychological literacy is a pedagogic approach that promotes the application of psychology knowledge to address societal, ethical, and cultural problems. Statement of the Problem: Psychological literacy is considered to be a core outcome of a psychology undergraduate degree, and scholars have called for more “psychologically literate” forms of summative assessment to reflect this. Literature Review: Throughout the pedagogic literature, scientific blogs have been proposed as a form of assessment that encourages reflection, creative thinking, and perspective taking. Teaching Implications: Here, we discuss the utility of blog writing as a summative assessment which fosters psychological literacy by encouraging students to engage with the interplay between subject knowledge and real-world applications. Conclusion: We reflect upon our experiences of embedding of scientific blogs in two final-year modules at a UK university and offer a commentary in the context of psychological literacy undergraduate outcomes.

简介： 心理素养是一种教学方法，可促进应用心理学知识解决社会、伦理和文化问题。问题陈述：心理素养被认为是心理学本科学位的核心成果，学者们呼吁采用更多“心理素养”的总结性评估形式来反映这一点。文献综述：在整个教育学文献中，科学博客被提议作为一种鼓励反思、创造性思维和观点采择的评估形式。教学意义：在这里，我们讨论了博客写作作为总结性评估的效用，它通过鼓励学生参与学科知识和现实世界应用之间的相互作用来培养心理素养。结论：我们反思了我们在英国大学的两个最后一年的模块中嵌入科学博客的经验，并在心理素养本科成果的背景下提供了评论。