Teaching social work students about evidence-based practice using peer-led learning and assessed conversations.
While the assessment of students on social work placement has attracted a sizable body of research and commentary, on-campus assessments have attracted less attention. With advances in artificial intelligence and the rise of essay-mills, the rigor of assessment by assignment submission is threatened...
| Publicado en: | Social Work Education Vol. 44; no. 6; pp. 1519 - 1535 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189522299&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189522299 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Sep2025 vid: 44 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 189522299 10.1080/02615479.2024.2409182 ppf: 1519 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 357KB tig: atl: Teaching social work students about evidence-based practice using peer-led learning and assessed conversations. aug: au: McGinn, Tony Pascoe, Katheryn Margaret Burns, Patricia affil: Social Work, Ulster University, Coleraine, Ireland Social Work, University of Otago, Dunedin, New Zealand su: Empirical research Social services Cooperation Educational evaluation Formative evaluation Educational outcomes Group work in education sug: subj: Empirical research Social services Cooperation Other Individual and Family Services Educational evaluation Formative evaluation Educational outcomes Group work in education keyword: alternative assessment Evidence-based practice group-work assessment oral assessment systematic literature searching alternative assessment Evidence-based practice group-work assessment oral assessment systematic literature searching ab: While the assessment of students on social work placement has attracted a sizable body of research and commentary, on-campus assessments have attracted less attention. With advances in artificial intelligence and the rise of essay-mills, the rigor of assessment by assignment submission is threatened. Acknowledging the need for educators to review assessment in-line with these contemporary challenges and importance of developing skills for practice, this paper presents an evaluation of implementing assessed conversations in a compulsory evidence-based practice module for Bachelor of Social Work students. Replacing group presentations, students agreed with the introduction of assessed conversations to foster authentic collaboration with peers; while assuring students they would receive formative feedback on their performance before being formally assessed. Sixty students took part in nine focus groups offering feedback on their experience of assessed conversations. Students suggested this was a more challenging form of assessment, however, growth and development was reported. Students described a depth of knowledge achieved and greater confidence in evidence-based practice then they had envisaged possible. Findings suggested three possible factors in successfully implementing assessed conversations: Extensive peer support, formative assessed conversations, and learning by doing. Options for the continuation of research on assessed conversations are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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