The DOI matches its Crossref record.
Does self-assessment in a group help students to learn?
Abstract
'One of the greatest misconceptions about self-assessment is that it can be undertaken in isolation from others' [Boud (1995) Enhanced Learning through Self-assessment (London, Kogan Page), p. 200]. Social work practice - the experience from which we learn in social work education [Boud et al. (1985) Reflection: Turning Experience into Learning (London, Kogan Page)] - operates in the context of social relationships. This means that learning develops within its social environment, be it a student group, workshop, team or project. If self-assessment is to be an effective aspect of reflective learning in social work education, then it is important that social work students develop skills in self-assessment in group contexts. This paper charts an exploration of self-assessment in a group setting in order to reach some conclusions about how self-assessment can be encouraged amongst social work students as they carry out group assignments.
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“In regards to reflection, it is a strategy that helps students think of their experiences, reflect on their practice and understand that learning is a process and not just an event that happens and finishes (Baldwin, 2000).”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Baldwin, 2000
In the citing paper
“As Baldwin (2000) points out, reflection can help students understand that far from responding to an event that happens and finishes with a grade, learning is a process.”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Baldwin (2000)
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 31
- ARGYRIS C., 1996, Organisational Learning II; Theory, Method and Practice
- BALDWIN M., 1992, Social Work Education, 11, 36, 10.1080/02615479211220201a · DOI
- BOUD D., 1995, Enhancing Learning through Self-assessment
- BOUD D., 1985, Reflection: Turning Experience into Learning
- BOUD D., 1996, Reflective Learning for Social Work
- BRANDON D., 1979, Creative Social Work
- BROWN A., 1994, Practising Social Work
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- PAYKE M., 1982, Working in Teams
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- SCHON D., 1983, The Reflective Practitioner
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- SHAW I., 1996, Evaluating in Practice
- TAYLOR I., 1996, Reflective Learning for Social Work
- TAYLOR I., 1997, Developing Learning in Professional Education; Partnership for Practice
- TAYLOR P., 1991, Social Work Education, 10, 5, 10.1080/02615479111220151 · DOI
- TSANG E., 1997, Human Relations, 50, 73
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Cited by
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
Metadata
- Authors
- Baldwin, M.
- Corresponding author
- Baldwin, Mark
- ORCID
- Baldwin, Mark
- Venue
- Social Work Education
- Publisher
- Informa UK Limited
- Published
- 2000-10
- Volume
- 19
- Issue
- 5
- Pages
- 451-462
- ISSN
- 0261-5479 (ISSN-L)
- 1470-1227
- OpenAlex
- W1985932580
- Cited by
- 28
- References
- 0
- Citations by year
- 2023: 1 · 2020: 2 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 2 · 2014: 3 · 2013: 3 · 2012: 4
- FWCI
- 1.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Social Work Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Public Administration › Social Work Education and Practice
- Keywords
- self-assessment, group assessment, reflective learning, group assignments, social work students, peer assessment
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