Assessment and Evaluation in Social Work Education

Formative and Summative Approaches

Datos Bibliográficos

ID12780930
AutoresEdith Kealey (Graduate School of Social Service, autor de correspondencia)
Año2010
Volumen30
Número1
Páginas64-74
Fecha de publicación2010-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Teaching in Social Work (JOURNAL)
Identificadores de la revistaISSN: 1540-7349 • E-ISSN: 0884-1233
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/08841230903479557
OpenAlexW2006721750
IdiomaEN
Citas recibidas11
Referencias citadas31

Despite a wealth of tacit knowledge in academia regarding effective teaching strategies and a rich theoretical and empirical knowledge base on student learning, social work instructors wishing to identify appropriate ways to measure teaching and learning have little evidence to guide them. This article presents a framework for assessment of student learning and evaluation of instructor teaching that distinguishes between formative methods, which support an ongoing process of improvement, and summative methods, which represent a measure of competence or mastery. While summative methods are often used to meet institutional or programmatic goals, formative methods bridge assessment and evaluation and can result in a more reflective, constructive, and productive experience for both instructors and students. Keywords: social work educationformative assessmentformative evaluationsummative assessmentsummative evaluation

Competence (human resources · Constructive · Formative assessment · Grading (engineering · Knowledge management · Knowledge survey · Mathematics education · Medical education · Pedagogy · Process (computing · Summative assessment · Tacit knowledge · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education · Social Psychology · Social Work