The Student Portfolio in Social Work Education

Alvarez, Ann Rosegrant; Moxley, David P.

doi:10.1300/j067v24n01_06

Cited by 31 publications

(22 citation statements)

References 7 publications

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“…Detail regarding the subjects of the studies was limited, with three of the 41 studies provided no information about their student sample. 31,43,50 34 of the 41 studies provided sample sizes, ranging from four 39 to 413. 44 Only three studies 32,33,48 provided information regarding the age of their subjects; the average age of participants in these studies ranged from 25 to 28.…”

Section: Description Of the Samplementioning

confidence: 99%

The influence of portfolio aims and structure on student attitudes towards portfolios as a learning tool: a scoping review

Stewart

Roddam

Wisby

et al. 2017

Physical Therapy Reviews

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Background: Portfolios are widely used in undergraduate health professional education, however the majority of literature suggests that these are poorly received by students, in terms of being an effective learning tool. Objectives: to evaluate whether the aims/purpose or structure/level of standardisation/content of student portfolios influences their attitudes to and perceptions of its use as a learning tool. Major Findings: Aims/purpose and structure/level of standardisation/content of portfolios were analysed in relation to student responses in order to determine any relationship between these. The level of information provided in the studies was variable, making analysis difficult, however there appeared to be no clear link between any of these factors and student responses. The interplay of level of support and guidance, the time required for completion of the portfolio, and the role of assessment appear to have the greatest influence on student views. Conclusions: Considering the wide use of portfolios in health professional education, student support for these is limited, and further research is required to determine if alternative approaches to portfolio learning can positively influence student attitudes and perceptions.

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Section: Description Of the Samplementioning

confidence: 99%

The influence of portfolio aims and structure on student attitudes towards portfolios as a learning tool: a scoping review

Stewart

Roddam

Wisby

et al. 2017

Physical Therapy Reviews

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“…Faculty have used competencies to clarify the focus and outcomes of individual courses and strengthen the relevance of course content in terms of job search, placement, and employment (Alvarez & Moxley, 2008). Faculty have used competencies to clarify the focus and outcomes of individual courses and strengthen the relevance of course content in terms of job search, placement, and employment (Alvarez & Moxley, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In one example, social work education faculty identified curricular gaps and weaknesses in relation to professional competencies by reviewing student work (Alvarez & Moxley, 2008). In this case, student work, compiled into a portfolio, included a 25-30 page analytical and synthesizing narrative, along with copies of the student's major assignments, projects, and products.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

Dabbagh

English

2015

TECHTRENDS TECH TRENDS

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This research examined students' selfreported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students' achievement of ID standards and competencies.

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“…: auto-évaluation) et les aider dans la construction de leur identité professionnelle (Alvarez et Moxley, 2004). Le contenu de cet outil réfl exif serait à utiliser de façon transversale dans le cursus de manière à assurer une continuité dans l'appropriation du sens et des référentiels de la pratique du travail social.…”

Section: Intégration Des Liens Théorie-pratiqueunclassified

“…Il comprend la concentration de l'étudiant, la description de ses croyances et valeurs, la description d'un problème social dans son domaine de pratique, l'évaluation des apprentissages réalisés lors du stage, la présentation des compétences acquises et son plan de perfectionnement professionnel. Il vise à engager les étu-diants dans un processus d'apprentissage et à faciliter la réfl exivité, l'auto-évaluation et la construction d'une identité professionnelle (Alvarez et Moxley, 2004 ;Genest Dufault et Bélanger, 2010). L'usage de ce moyen est peu documenté en travail social, mais des étudiants ont estimé que le portfolio a permis de favoriser l'établissement de liens théorie-pratique (Shatz, 2004).…”

Section: Introductionunclassified

Soutenir la formation aux pratiques avancées à la maîtrise en travail social

Picard¹,

Roy²,

Villeneuve³

et al. 2015

cswr

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La formation aux pratiques avancées à la maîtrise en travail social repose sur une intégration optimale des connaissances théoriques, empiriques et méthodologiques pertinentes à l’intervention sociale. Elle vise aussi à développer une attitude réflexive, analytique et critique dans la conceptualisation, la mise en oeuvre et l’évaluation d’une intervention sociale. Toutefois, l’optimisation de cette formation soulève un certain nombre de questions quant aux moyens pédagogiques à mettre en place pour mieux soutenir les étudiants dans le processus d’apprentissage des pratiques avancées en travail social. Le présent article a pour but de présenter la démarche et les résultats d’une recherche réalisée à l’École de service social de l’Université Laval visant à développer une stratégie pédagogique structurante et intégrative permettant d’optimiser le soutien des étudiants et des différents acteurs engagés dans cette formation. Les consultations menées auprès de tous les acteurs visés ont permis de dégager les éléments favorisant ou faisant obstacle au cheminement des étudiants et huit principes pour le choix de la stratégie pédagogique. Les moyens pédagogiques retenus, ainsi que les avantages et défis de la démarche sont également exposés. Les résultats de cette recherche, autant par sa démarche que par ses résultats, fournissent des balises pertinentes pour les universités canadiennes souhaitant réviser leur formation aux pratiques avancées.

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The Student Portfolio in Social Work Education

Cited by 31 publications

References 7 publications

The influence of portfolio aims and structure on student attitudes towards portfolios as a learning tool: a scoping review

The influence of portfolio aims and structure on student attitudes towards portfolios as a learning tool: a scoping review

Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

Soutenir la formation aux pratiques avancées à la maîtrise en travail social

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