Academic Assessment

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Louise Watch - One of the best experts on this subject based on the ideXlab platform.

  • mark my words service user and carer involvement in social work Academic Assessment
    Social Work Education, 2013
    Co-Authors: E Skourakirk, Bob Backhouse, Gerry Bennison, Bob Cecil, Jane Keeler, Dawn Talbot, Louise Watch
    Abstract:

    This paper discusses the involvement of service users in Academic Assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an Assessment form, Assessment of student group presentations and Assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in Academic Assessment. Moreover, the team's experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in Academic Assessment.

Lucy Rai - One of the best experts on this subject based on the ideXlab platform.

  • Owning (up to) Reflective Writing in Social Work Education
    Social Work Education, 2006
    Co-Authors: Lucy Rai
    Abstract:

    Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written Academic Assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than Academic Assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of Academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and Assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and Assessment of reflective practice through writing.

E Skourakirk - One of the best experts on this subject based on the ideXlab platform.

  • mark my words service user and carer involvement in social work Academic Assessment
    Social Work Education, 2013
    Co-Authors: E Skourakirk, Bob Backhouse, Gerry Bennison, Bob Cecil, Jane Keeler, Dawn Talbot, Louise Watch
    Abstract:

    This paper discusses the involvement of service users in Academic Assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an Assessment form, Assessment of student group presentations and Assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in Academic Assessment. Moreover, the team's experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in Academic Assessment.

David Good - One of the best experts on this subject based on the ideXlab platform.

  • evaluating the complementary roles of an sjt and Academic Assessment for entry into clinical practice
    Advances in Health Sciences Education, 2017
    Co-Authors: Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C. Mclachlan, David Good
    Abstract:

    Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of Academic and non-Academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method. In this preliminary study, the majority of the range of scores achieved by successful applicants to the UK Foundation Programme provided a unique opportunity to address both of these areas of enquiry. Sampling targeted high (>80th percentile) and low (<20th percentile) scorers on the SJT. Supervisors rated 391 trainees’ in-role performance, and incidence of remedial action was collected. SJT and Academic performance scores correlated with supervisor ratings (r = .31 and .28, respectively). The relationship was stronger between the SJT and in-role performance for the low scoring group (r = .33, high scoring group r = .11), and between Academic performance and in-role performance for the high scoring group (r = .29, low scoring group r = .11). Trainees with low SJT scores were almost five times more likely to receive remedial action. Results indicate that an SJT for entry into trainee physicians’ first role in clinical practice has good predictive validity of supervisor-rated performance and incidence of remedial action. In addition, an SJT and a measure of Academic performance appeared to be complementary to each other. These initial findings suggest that SJTs may be more predictive at the lower end of a scoring distribution, and Academic attainment more predictive at the higher end.

  • Evaluating the complementary roles of an SJT and Academic Assessment for entry into clinical practice
    Advances in health sciences education : theory and practice, 2017
    Co-Authors: Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C. Mclachlan, David Good
    Abstract:

    Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of Academic and non-Academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method. In this preliminary study, the majority of the range of scores achieved by successful applicants to the UK Foundation Programme provided a unique opportunity to address both of these areas of enquiry. Sampling targeted high (>80th percentile) and low (

Jane Keeler - One of the best experts on this subject based on the ideXlab platform.

  • mark my words service user and carer involvement in social work Academic Assessment
    Social Work Education, 2013
    Co-Authors: E Skourakirk, Bob Backhouse, Gerry Bennison, Bob Cecil, Jane Keeler, Dawn Talbot, Louise Watch
    Abstract:

    This paper discusses the involvement of service users in Academic Assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an Assessment form, Assessment of student group presentations and Assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in Academic Assessment. Moreover, the team's experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in Academic Assessment.