Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

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.

Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

“…Consistent with previous studies, the narratives revealed that although service users had been given a voice in students' assessments (Dearnley et al, 2011;Debyser et al, 2011;Duffy et al, 2013;Muir and Laxton, 2012;Skilton, 2011;Skoura-Kirk et al, 2013;Stacey et al, 2012;Stickley et al, 2010;, summative assessment decisions that affect progression remained with social work academics (Skilton 2011;Skoura-Kirk et al, 2013). The study findings, albeit with a small sample, concur with prior research in relation to both academic and practice assessments of students.…”

“…As seen above, most of the papers reported involvement by means of providing feedback to assessments completed by others (Skilton, 2011;Skoura-Kirk et al, 2013). Webster et al (2012) explored the experiences, views and evaluation of service user involvement in feedback to nursing students in Scotland using a clinical skills simulation scenario.…”

“…A limited number of studies was found on service user involvement in social work students' assessments (Chambers and Hickey, 2012;Duffy et al, 2013;Skilton, 2011;Skoura-Kirk et al, 2013;Wallcraft et al, 2012). Skoura-Kirk et al (2013) examined service user involvement in the academic assessment of second year BA Social Work students and found that although service users were involved in the design and delivery of the module, the university regulations did not grant them the power to allocate final marks.…”

“…Skoura-Kirk et al (2013) examined service user involvement in the academic assessment of second year BA Social Work students and found that although service users were involved in the design and delivery of the module, the university regulations did not grant them the power to allocate final marks. Skoura-Kirk and colleagues highlighted some of the tensions and constraints faced by social work academics and service user assessors within HEI assessment systems and structures.…”

‘Making It Real’: Evaluating the Impact of Service User and Carer Involvement in Social Work Education

“…There is now a significant body of literature about SUCI in many aspects of students' learning in university including particular activities such as admissions (Matka et al, 2010); large and small group teaching (Duffy, 2012;Tew et al, 2012); assessment of students' readiness to practice (Duffy et al, 2013;Skilton, 2011) and, more unusually, involvement in academic assessment such as of group presentations or reflective writing (Shoura-Kirk et al 2012). There are also accounts of SUCI in students' practice learning and assessment (Advocacy in Action, 2006;Stevens and Tanner, 2006;Duffy and Hayes, 2012) and exploration of models of SUCI in post-qualifying education (Webber and Robinson, 2011).…”