Publication Cover
Social Work Education
The International Journal
Volume 34, 2015 - Issue 6
844
Views
9
CrossRef citations to date
0
Altmetric
Articles

Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning

&

References

  • Alston, M., & McKinnon, J. (2005). Social work: Fields of practice (2nd ed.). South Melbourne: Oxford University Press.
  • Alter, A. L., Oppenheimer, D. M., Epley, N., & Eyre, R. N. (2007). Overcoming intuition: Metacognitive difficulty activates analytic reasoning. Journal of Experimental Psychology: General, 136, 569–576. doi:10.1037/0096-3445.136.4.569.
  • Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.. New York, NY: Longman.
  • Australian Association of Social Workers. (2003). Practice standards for social workers. Canberra: Author.
  • Australian Association of Social Workers. (2010a). Australian social work education and accreditation standards (ASWEAS). Canberra: Author.
  • Australian Association of Social Workers. (2010b). Code of ethics. Canberra: Author.
  • Australian Association of Social Workers. (2012). Australian social work education and accreditation standards (ASWEAS) 2012 guideline 1.1: Guidance on essential core curriculum content. Canberra: Author. Retrieved from http://www.aasw.asn.au/document/item/3552.
  • Australian Association of Social Workers. (2013). Australian social work education and accreditation standards (ASWEAS). Canberra: Author.
  • Australian Association of Social Workers. (2015). Australian social work education and accreditation standards (ASWEAS) 2012 V1.4. Canberra: Author. Retrieved from http://www.aasw.asn.au/document/item/3550.
  • Australian Qualifications Framework Council. (2013). Australian qualifications framework (2nd ed.). South Australia: Author.
  • Bain, J. D., Ballantyne, R., Mills, C., & Lester, N. C. (2002). Reflecting on practice: Student teachers' perspectives. Flaxton: Post Pressed.
  • Baxter Magolda, M. B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39, 31–42. doi:10.1207/s15326985ep3901_4.
  • Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2010). Communication: Principles for a lifetime (4th ed.). Boston, MA: Allyn & Bacon.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice and mind (10th Anniversary ed.). New York, NY: Basic Books.
  • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347–364. doi:10.1007/BF00138871.
  • Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 31, 39–55. doi:10.1080/07294360.2012.642839.
  • Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education, 53, 483–516. doi:10.1007/s10734-005-5628-5.
  • Blanchette, I. (2013). Emotion and reasoning. Hoboken, NJ: Taylor & Francis.
  • Bland, R., Laragy, C., Giles, R., & Scott, V. (2006). Asking the customer: Exploring consumers' views in the generation of social work practice standards. Australian Social Work, 59, 35–46. doi:10.1080/03124070500449762.
  • Boud, D., & Falchikov, N. (2007). Introduction: Assessment for the longer term. In D. Boud & N. Falchkov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 3–13). London: Routledge.
  • Boud, D., & Knights, S. (1996). Course design for reflective practice. In N. Gould & I. Taylor (Eds.), Reflective learning for social work (pp. 23–46). Aldershot Hants: Ashgate.
  • Boud, D., Sadler, R., Joughin, G., James, R., Freeman, M., Kift, S., & Dochy, F. (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
  • Brookfield, S. (1993). Through the lens of learning: How the visceral experience of learning reframes teaching. In D. Boud, R. Cohen, & D. Walker (Eds.), Using experience for learning (pp. 21–32). Buckingham: Open University Press.
  • Clark, S. C., Callister, R., & Wallace, R. (2003). Undergraduate management skills courses and students' emotional intelligence. Journal of Management Education, 27, 3–23. doi:10.1177/1052562902239246.
  • Cooper, J. R. (2009). The age of the unthinkable: Why the new world order constantly surprises us and what we can do about it. New York, NY: Little Brown.
  • Coulson, D., & Harvey, M. (2012). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 1–13. doi:10.1080/13562517.2012.752726.
  • Council on Social Work Education. (2008). Education policy and accreditation standards. Alexandria, CA: Council on Social Work Education.
  • Council on Social Work Education. (2014). Draft 3 of 2015 education policy and accreditation standards. Alexandria, VA: Author.
  • Crisp, B. R., Anderson, M. R., Orme, J., & Lister, P. G. (2006). What can we learn about social work assessment from the textbooks? Journal of Social Work, 6, 337–359. doi:10.1177/1468017306071180.
  • De Jong, T., Cullity, M., & Middleton, S. (2011). Curriculum 2012 and beyond: Enabling the learning journey – A summary (Report). Joondalup: Edith Cowan University.
  • DeHaan, R. L. (2011). Teaching creative science thinking. Science, 334, 1499–1500. doi:10.1126/science.1207918.
  • Drew, S., & Bingham, R. (2010). The guide to learning and study skills: For higher education and at work. Burlington, VT: Gower.
  • Ellis, R. (2009). Communication skills: Stepladders to success for the professional. Bristol: Intellect.
  • Emmerling, R. J., & Boyatzis, R. E. (2012). Emotional and social intelligence competencies: Cross cultural implications. Cross Cultural Management: An International Journal, 19, 4–18. doi:10.1108/13527601211195592.
  • Evans, J. S. B. T. (2011). Dual-process theories of reasoning: Contemporary issues and developmental applications. Developmental Review, 31, 86–102. 10.1016/j.dr.2011.07.007.
  • Fischer, R. G., & Fischer, J. M. (2003). The development, testing, and evaluation of an emotional intelligence curriculum. Journal of Adult Education, 32, 7–17.
  • Fletcher, I., Leadbetter, P., Curran, A., & O'Sullivan, H. (2009). A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient Education and Counseling, 76, 376–379. doi:10.1016/j.pec.2009.07.019.
  • Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students conceptions of assessment in higher education. Higher Education, 64, 119–133. doi:10.1007/s10734-011-9484-1.
  • Gerdes, K. E., Segal, E. A., Jackson, K. F., & Mullins, J. L. (2011). Teaching empathy: A framework rooted in social cognitive neuroscience and social justice. Journal of Social Work Education, 47, 109–131. doi:10.5175/JSWE.2011.200900085.
  • Gherardi, S., Nicolini, D., & Odella, F. (1998). Toward a social understanding of how people learn in organizations: The notion of situated curriculum. Management Learning, 29, 273–297. doi:10.1177/1350507698293002.
  • Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.
  • Gigerenzer, G., & Gaissmaier, W. (2011). Heuristic decision making. Annual Review of Psychology, 62, 451–482. doi:10.1146/annurev-psych-120709-145346.
  • Gillett, A., & Hammond, A. (2009). Mapping the maze of assessment: An investigation into practice. Active Learning in Higher Education, 10, 120–137. doi:10.1177/1469787409104786.
  • Gray, M., & Gibbons, J. (2002). Experience based learning and its relevance to social work practice. Australian Social Work, 55, 279–291. doi:10.1080/03124070208410986.
  • Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57, 15–22. doi:10.3200/CTCH.57.1.15-22.
  • Gutman, C., & Shennar-Golan, V. (2012). Instilling the soul of group work in social work education. Social Work with Groups, 35, 138–149. doi:10.1080/01609513.2011.631103.
  • Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834. doi:10.1037/0033-295x.108.4.814.
  • Halpern, D. F. (1992). Enhancing thinking skills in the sciences and mathematics. Hillsdale, NJ: L. Earlbaum.
  • Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23, 123–137. doi:10.1080/01421590120036547.
  • Hargie, O. (2006). The handbook of communication skills. London: Routledge.
  • Harrison, G., Walsh, D., & Healy, K. (2011). Shifting the focus from expert-centred to student-centred learning resources: Creating student-centred learning resources for direct practice. Advances in Social Work and Welfare Education, 13, 91–110.
  • Health and Care Professions Council. (2009). Standards of education and training. London: Author.
  • Health and Care Professions Council. (2012). Standards of proficiency. London: Author.
  • Heggen, K., & Terum, L. I. (2013). Coherence in professional education: Does it foster dedication and identification? Teaching in Higher Education, 18, 656–669. doi:10.1080/13562517.2013.774352.
  • Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598. doi:10.1146/annurev.psych.093008.100416.
  • Hofer, B. K., & Sinatra, G. M. (2010). Epistemology, metacognition, and self-regulation: Musings on an emerging field. Metacognition and Learning, 5, 113–120. doi:10.1007/s11409-009-9051-7.
  • Holloway, S. (2013). Council on social work education. Commission on accreditation. Some suggestions on educational program assessment and continuous improvement for the 2008 EPAS. Retrieved from http://www.cswe.org/File.aspx?id = 31582.
  • Kennett, J., & Fine, C. (2009). Will the real moral judgment please stand up?. Ethical Theory and Moral Practice, 12, 77–96. doi:10.1007/s10677-008-9136-4.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Fransisco, CA: Jossey-Bass.
  • King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 5–18. doi:10.1207/s15326985ep3901_2.
  • King, P. M., & Mayhew, M. J. (2002). Moral judgement development in higher education: Insights from the defining issues test. Journal of Moral Education, 31, 247–270. doi:10.1080/0305724022000008106.
  • Krathwohl, D. R., Anderson, L. W., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Abridged ed.). New York, NY: Longman.
  • Labouvie-Vief, G., & Diehl, M. (2000). Cognitive complexity and cognitive–affective integration: Related or separate domains of adult development? Psychology and Aging, 15, 490–504. doi:10.1037/0882-7974.15.3.490.
  • Larkin, H., & Richardson, B. (2013). Creating high challenge/high support academic environments through constructive alignment: Student outcomes. Teaching in Higher Education, 18, 192–204. doi:10.1080/13562517.2012.696541.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Martinez, M. E. (1998). What is problem solving? Phi Delta Kappan, 79, 605–609.
  • Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.
  • Montgomery, J. E. (2008). Incorporating emotional intelligence concepts into legal education: Strengthening the professionalism of law students. Leadership in Legal Education Symposium VIII. The University of Toledo Law Review, 39, 323.
  • Morley, C. (2004). Critical reflection in social work: A response to globalisation?. International Journal of Social Welfare, 13, 297–303. doi:10.1111/j.1468-2397.2004.00325.x.
  • Morrison, T. (2007). Emotional intelligence, emotion and social work: Context, characteristics, complications and contribution. British Journal of Social Work, 37, 245–263. doi:10.1093/bjsw/bcl016.
  • Moseley, D. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge: Cambridge University Press.
  • Mumm, A. M., & Kersting, R. C. (1997). Teaching critical thinking in social work practice courses. Journal of Social Work Education, 33, 75–84.
  • Osmond, J. (2006). Knowledge use in social work practice: Examining its functional possibilities. Journal of Social Work, 6, 221–237. doi:10.1177/1468017306066383.
  • Plath, D., English, B., Connors, L., & Beveridge, A. (1999). Evaluating the outcomes of intensive critical thinking instruction for social work students. Social Work Education, 18, 207–217. doi:10.1080/02615479911220201.
  • Ruch, G. (2000). Self and social work: Towards an integrated model of learning. Journal of Social Work Practice, 14, 99–112. doi:10.1080/02650530020020500.
  • Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687. doi:10.1146/annurev.psych.55.090902.141502.
  • Ryan, M. (2012). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research and Development, 32(2), 1–14. doi:10.1080/07294360.2012.661704.
  • Scott, V., Laragy, C., Giles, R., & Bland, R. (2004). Practice standards in Australia: Implications for social work education. Social Work Education, 23, 613–624. doi:10.1080/0261547042000252325.
  • Sigmar, L. S., Hynes, G. E., & Hill, K. L. (2012). Strategies for teaching social and emotional intelligence in business communication. Business Communication Quarterly, 75, 301–317. doi:10.1177/1080569912450312.
  • Smithey Fulmer, I. S., & Barry, B. (2004). The smart negotiator: Cognitive ability and emotional intelligence in negotiation. International Journal of Conflict Management, 15, 245–272. doi:10.1108/eb022914.
  • Sternberg, R. J. (2012). The assessment of creativity: An investment-based approach. Creativity Research Journal, 24, 3–12. doi:10.1080/10400419.2012.652925.
  • Sucaromana, U. (2012). Contribution to language teaching and learning: A review of emotional intelligence. English Language Teaching, 5, 54–58. doi:10.5539/elt.v5n9p54.
  • Thomas, R. P., Dougherty, M. R., Sprenger, A. M., & Harbison, J. I. (2008). Diagnostic hypothesis generation and human judgment. Psychological Review, 115, 155–185. doi:10.1037/0033-295x.115.1.155.
  • Tilbury, C., Osmond, J., & Scott, T. (2009). Teaching critical thinking in social work education: A literature review. Advances in Social Work and Welfare Education, 11, 31–50.
  • Trevithick, P. (2011). Social work skills and knowledge: A practice handbook (3rd ed.). Maidenhead: McGraw-Hill/Open University Press. Retrieved from http://ECU.eblib.com.au/patron/FullRecord.aspx?p = 915558.
  • Vass, A. A., & Harrison, B. (1996). New directions in social work: Social work competences: Core knowledge, values and skills. London: Sage.
  • Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches. Assessment & Evaluation in Higher Education, 38, 477–491. doi:10.1080/02602938.2012.658018.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.