421
Views
9
CrossRef citations to date
0
Altmetric
Articles

Facilitating Student Learning, the Assessment of Learning, and Curricular Improvement Through a Graduate Social Work Integrative Seminar

&
Pages 178-194 | Published online: 29 Apr 2011

REFERENCES

  • Adelman , C. 2008 . Learning accountability from Bologna: A higher education policy primer , Washington, DC : Institute for Higher Education Policy .
  • Akister , K. , Bannon , A. and Mullender-Lock , H. 2000 . Poster presentations in social work education assessment: A case study . Innovations in Education and Teaching International , 37 : 229 – 233 .
  • Akister , K. and Kim , C. 1998 . Poster presentations: Finding alternatives to written assignments for assessing students . Journal on Excellence in College Teaching , 9 ( 3 ) : 19 – 31 .
  • American Association for Higher Education . 1992 . Principles of good practice for assessing student learning , Washington, DC : Author .
  • Baume , D. and Yorke , M. 2002 . The reliability of assessment by portfolio on a course to develop and accredit teachers in higher education . Studies in Higher Education , 27 ( 1 ) : 7 – 25 .
  • Berheide , C. W. 2001 . “ Using the capstone course for assessment of learning in the sociology major ” . In Assessing student learning in sociology , 2nd , Edited by: Hohm , C. F. and Johnson , W. S. 164 – 176 . Washington, DC : American Sociological Association .
  • Berheide , C. W. 2007 . Doing less work, collecting better data: Using capstone courses to assess learning . Peer Review , 9 ( 2 ) : 27 – 30 .
  • Birkenmaier , J. , Wilson , R. J. , Berg-Weger , M. B. , Banks , R. and Hartung , M. 2003 . Integrative seminars: Toward integrating course and field work . Journal of Teaching in Social Work , 23 : 167 – 182 .
  • Boud , D. 1995 . “ Assessment and learning: Contradictory or complementary? ” . In Assessment for learning in higher education , Edited by: Knight , P. 35 – 48 . London, , England : Kogan .
  • Boud , D. and Falchikov , N. 2006 . Aligning assessment with long term learning . Assessment & Evaluation in Higher Education , 31 : 399 – 413 .
  • Boyle , J. T. and Nicol , D. J. 2003 . Using classroom communication systems to support interaction and discussion in large class settings . Association for Learning Technology Journal , 11 ( 3 ) : 43 – 57 .
  • Carless , D. , Joughin , G. and Mok , M. 2006 . Learning oriented assessment: Principles and practice . Assessment & Evaluation in Higher Education , 31 : 395 – 398 .
  • Carroll , M. 1995 . Formative assessment workshops: Feedback sessions for large classes . Biomedical Education , 23 ( 2 ) : 65 – 67 .
  • Cohen , J. 1960 . A coefficient of agreement for nominal scales . Educational and Psychological Measurement , 20 : 37 – 46 .
  • Cooperrider , D. and Sekerka , L. 2003 . “ Toward a theory of positive organizational change ” . In Positive organizational scholarship: Foundations of a new discipline , Edited by: Cameron , K. 225 – 240 . San Francisco, CA : Berrett-Koehler .
  • Council on Social Work Education. (2008). Educational policy standards and accreditation. Retrieved from http://www.cswe.org/NR/rdonlyres/2A81732E-1776-4175-AC42-65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf (http://www.cswe.org/NR/rdonlyres/2A81732E-1776-4175-AC42-65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf)
  • Flood , L. S. 2007 . Using a capstone cultural diversity paper for program outcomes evaluation . Nursing Education Perspectives , 28 : 130 – 135 .
  • Frantz , D. A. 1999 . “ Using a capstone course to assess a variety of skills ” . In Assessment practices in undergraduate mathematics , Edited by: Gold , B. , Keith , S. Z. and Marion , W. A. 31 – 34 . Washington, DC : Mathematical Association of America .
  • Gambrill , E. 1997 . “ Making decisions about integration ” . In Integrating knowledge and practice: The case of social work and social sciences , Edited by: Tucker , D. J. , Garvin , C. and Sarri , R. 24 – 37 . Westport, CT : Praeger .
  • Garcia , J. and Floyd , C. 2002 . Addressing evaluative standards related to program assessment: How do we respond? . Journal of Social Work Education , 38 : 369 – 382 .
  • Gibbs , L. and Gambrill , E. 1999 . Critical thinking for social workers: Exercises from the helping profession , Thousand Oaks, CA : Pine Oaks Press .
  • Glenn, D. (2008). Accreditors advise colleges to make better use of student-learning data. The Chronicle of Higher Education: Today's News. Retrieved from http://chronicle.com/article/Accreditors-Advise-Colleges-to/833 (http://chronicle.com/article/Accreditors-Advise-Colleges-to/833)
  • Hartman , A. 1983 . Concentrations, specializations, and curriculum design in MSW and BSW programs . Journal of Education for Social Work , 19 ( 2 ) : 16 – 25 .
  • Holloway, S. (2005). Some suggestions on educational program assessment and continuous improvement in Council on Social Work Education Commission on Accreditation. Retrieved fromAssessment Document Revised 12142006LAW.pdf http://www.cswe.org/NR/rdonlyres/9CC716B1-3A18-4EB0980E-C7B5FBFBA0A/0/COA (http://www.cswe.org/NR/rdonlyres/9CC716B1-3A18-4EB0980E-C7B5FBFBA0A/0/COA)
  • Jones , K. 2005 . Widening the lens: The efficacy of the case method in helping direct practice MSW students understand and apply mezzo and macro dimensions of practice . Social Work Education , 24 : 197 – 211 .
  • Jones , L. 2005 . Maintaining the curricular philosophies of a multicultural education course: From face-to-face to elearning environments . AACE Journal , 73 ( 1 ) : 91 – 99 .
  • Malinowski , R. 2007 . “ Process and outcomes evaluation in a service-learning-intensive curriculum ” . In Social work and service learning: Partnerships for social justice , Edited by: Nadel , M. , Majewski , V. and Sullivan-Cosetti , M. 167 – 179 . Lanham, MD : Rowman & Littlefield .
  • Marin , J. A. , Armstrong , J. E. and Kays , J. L. 1999 . Elements of an optimal capstone design experience . The Journal of Engineering Education , 88 ( 1 ) : 19 – 22 .
  • McGraw , K. and Wong , S. 1996 . Forming inferences about some intraclass correlation coefficients . Psychological Methods , 1 ( 1 ) : 30 – 46 .
  • Mentkowski , M. 2000 . “ Associates ” . In Learning that lasts: Integrating learning, development, and performance in college and beyond , 179 – 189 . 196 – 207 . San Francisco, CA : Jossey-Bass .
  • Mok , B. H. 1993 . Integrative seminar: A cognitive approach to linking theory and practice in social work . International Social Work , 36 : 333 – 340 .
  • Moore, R. C. (2005). The capstone course. In W. G. Christ (Ed.), Assessing media education: A resource for educators and administrators (pp. 439–462). Hillsdale, NJ: Erlbaum. Retrieved from http://gradstudies.csusb.edu/outcome/BA_English.pdf (http://gradstudies.csusb.edu/outcome/BA_English.pdf)
  • Moule , P. , Judd , M. and Girot , E. 1998 . The poster presentation: What value to the teaching and assessment of research in pre- and post-registration nursing courses? . Nurse Education Today , 18 : 237 – 242 .
  • Nicol , D. J. and Macfarlane , D. 2006 . Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 : 199 – 218 .
  • Rolfe , I. and McPherson , J. 1995 . Formative assessment: How am I doing? . Lancet , 345 : 837 – 839 .
  • Rust , C. , Price , M. and O'Donovan , B. 2003 . Improving students’ learning by developing their understanding of assessment criteria and processes . Assessment & Evaluation in Higher Education , 28 : 147 – 164 .
  • Scriven , M. 1967 . “ The methodology of evaluation ” . In AERA Monograph Series in Curriculum Evaluation , Chicago, IL : Rand McNally .
  • Shapiro , D. F. 2003 . Facilitating holistic curriculum development . Assessment & Evaluation in Higher Education , 28 : 423 – 434 .
  • Steele , J. L. 1993 . The laden cart: The senior capstone course . Teaching Sociology , 21 : 242 – 245 .
  • Vaz , M. , Avadhany , S. T. and Rao , B. S. 1996 . Student perspectives on the role of formative assessment in physiology . Medical Teacher , 18 : 324 – 326 .
  • Yorke , M. 2003 . Formative assessment in higher education: Moves toward theory and the enhancement of pedagogic practice . Higher Education , 45 : 477 – 501 .

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.