Search results for ‘Subject term:"social work education"’ Sort:
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Re-engineering the multiple choice question exam for social work
- Authors:
- HERON Gavin, LERPINIERE Jennifer
- Journal article citation:
- European Journal of Social Work, 16(4), 2013, pp.521-535.
- Publisher:
- Taylor and Francis
Multiple choice assessment is largely unused in social work degree courses in the UK, because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. The aim of this study was to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam in this study included certainty-based marking (CBM), enhancing the use of formative feedback, and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices; and findings of this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools. (Edited publisher abstract)
Examining principles of formative and summative feedback
- Author:
- HERON Gavin
- Journal article citation:
- British Journal of Social Work, 41(2), March 2011, pp.276-295.
- Publisher:
- Oxford University Press
While student feedback is an integral part of academic courses, there are no common frameworks or practices for tutors to adopt. As such, this study investigated the way principles of feedback were evident in the formative and summative feedback given to 26 social work students in relation to a case study that was submitted as part of a portfolio. Results revealed that, within the 52 feedback sheets examined (26 formative and 26 summative), there were 1,094 instances in which principles were evident. The findings show that some variation exists in the way principles are evidenced, which suggests some tutors are more able to give feedback in relation to certain aspects of the case study. The authors concluded that establishing first and second order principles could help to conceptualise a more dynamic form of feedback which in turn might provide greater consistency in tutor feedback to students.
Examining the terminology of race issues in assessments for international exchange students
- Authors:
- HERON Gavin, PILKINGTON Kevin
- Journal article citation:
- International Social Work, 52(3), May 2009, pp.387-400.
- Publisher:
- Sage
This study examined assignments by students from a university in Scotland and a university in the USA, and explored the terminology used by student when referring to race issues in assignments linked to practice. The findings suggest the terminology of race issues in assessments may be inappropriate for students because they allow racism to be marginalized from practice or presented in a way that conveys little analysis.
Using students' written feedback on 'race' issues to enhance self-regulated learning
- Author:
- HERON Gavin
- Journal article citation:
- British Journal of Social Work, 38(2), February 2008, pp.376-394.
- Publisher:
- Oxford University Press
Encouraging students to self-regulate their learning in relation to ‘race’ issues would appear to be pertinent to a profession that promotes life-long learning and holds values of self-determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of ‘race’ issues. If students are developing an understanding of racism and anti-racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self-regulate and develop their learning, it may be useful to adopt a more principled approach.
Influence of national qualifications frameworks in conceptualising feedback to students
- Authors:
- HERON Gavin, LISTER Pam Green
- Journal article citation:
- Social Work Education (The International Journal), 33(4), 2014, pp.420-434.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work students in Britain receive feedback on a range of academic and practice issues as they progress through qualifying courses, however the way in which feedback differs to reflect the increasing complexity of learning as the course progresses is unclear. There is little, if any, guidance at a national level and the most widely known documents that provide information about the hierarchy of qualifications are the National Qualifications Frameworks (NQFs). Despite the widespread acceptance of NQFs there is little evidence supporting their use in professional areas such as social work. This study uses a documentary analysis to critique the Scottish Credit and Qualifications Framework (SCQF). The findings suggest that there are fundamental difficulties with the SCQF and its value in helping academics to better conceptualise feedback that reflects the increasing complexity of learning throughout the social work qualifying course. Whilst the SCQF is specific to a Scottish context, it is suggested that the inherent limitations and dominance of a neo-liberal ideology are common to other NQFs. It may be necessary to create the conditions where academics and students are able to discuss and debate the merits of NQFs and their implementation in social work qualifying courses. (Publisher abstract)
Exploring the influence of feedback on student social workers' understanding of childcare and protection
- Authors:
- HERON Gavin, McGOLDRICK Roisin, WILSON Roy
- Journal article citation:
- British Journal of Social Work, 45(8), 2015, pp.2317-2334.
- Publisher:
- Oxford University Press
Social work tutors and practice teachers are under increasing pressure to better prepare students for practice in the area of childcare and protection; however, little attention has been given to the role of feedback in this process. This study uses a content analysis of written feedback from tutors and interviews to examine students' experiences of feedback on a social work course. Findings suggest there is considerable variation in the extent, type and source of feedback in student learning about childcare and protection. Students consider feedback to be most effective when it is formative and delivered by an experienced practice teacher during the practice placement. The key factors which mediate upon student experiences of feedback are: the personal and emotive nature of the instruction; the expertise of practice teachers and learning opportunities on placement; and the quality of relationships between the giver and receiver of feedback. These factors are not exclusive to a particular source or type of feedback. The task for tutors and practice teachers is getting the right balance of factors across the different types and sources of feedback, aligning it with the teaching and learning process, and empowering students to participate in feedback practices. (Publisher abstract)
Critical thinking in social care and social work: searching student assignments for the evidence
- Author:
- HERON Gavin
- Journal article citation:
- Social Work Education (The International Journal), 25(3), April 2006, pp.209-224.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four-year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.
Evidencing anti-racism in student assignments: where has all the racism gone?
- Author:
- HERON Gavin
- Journal article citation:
- Qualitative Social Work, 3(3), September 2004, pp.277-295.
- Publisher:
- Sage
Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way.
The place of writing in social work: bridging the theory-practice divide
- Authors:
- HERON Gavin, MURRAY Roena
- Journal article citation:
- Journal of Social Work, 4(2), August 2004, pp.199-214.
- Publisher:
- Sage
Despite the rhetoric surrounding the merits of practitioners’ contributions, writing for publication in social work continues to be an activity dominated by academics. Furthermore, it could be argued that the influence of the Research Assessment Exercise (RAE) is reshaping what can be considered as quality research. This article examines the nature of writing for publication within social work and gives particular focus to residential child care, where the problem is most striking, although this discussion will have relevance for professionals in other social work settings. We argue that without greater involvement of practitioners, quality research may be quite narrowly defined. There would appear to be minimal discussion of the absence of practitioner writing in the social work literature. The causes for this absence have not been fully explored; potential factors, such as inequality, barriers to writing and current education and training programmes, have not been addressed as fully as in other professions. This focus on academic writing shows the need for a more inclusive approach to social work practice and research. There is a need for further discussion of strategies to involve residential child care practitioners in research.