e-AFFECT Case Studies
Case Study Title: Integrated Assessment linked to shared learning outcomes
Context
Theme(s)
Tick any that apply
Assessment ☒
Feedback
☒
Peer marking ☐
E feedback ☐
E submission ☐
Other (please specify) Integrated Assessment
Re designing
Assessment ☒
Peer review ☐
School
Sociology, Social Policy and Social Work
Subject
Social Work
Module/Pathway/Course
BSW FT PT and Graduate Entry Law for Social Workers (SWK1004/2003)
Introduction to Social Sciences (SWK1005/SWK2017)Theory, Skills and
Preparation for Practice Learning (SWK1003 & SWK 2007)
UGR 1 and RGR 2
Level /Recipients
Which of the
assessment and
feedback principles
were you trying to
address?
Technology used to
support the activity
Give a brief description
on how the technology
was used.
Help clarify good performance (goals, criteria, standards)
☒
Encourage ‘time and effort’ on challenging learning tasks
☒
Give choice of topic, method, weighting or timing assessments
☐
Deliver high quality feedback
☒
Provide opportunities to act on feedback
☒
Encourage interaction and dialogue around learning
☐
Development of self- assessment and reflection
☒
Create learning communities
☒
Questionmark ☐
Peer wise ☐
Peer Mark ☐
PRS ☐
QOL Assignment ☒
Camtasia ☐
Turnitin ☐
Audacity ☐
MS Office☒
Please specify
None
☐
Submission to QOL marking in MSWord
Other ☐ If other please list
Activity
Briefly summarise what you did
in assessment and or feedback.
The design was to integrate teaching, service user/carer involvement and
assessment across the modules within the semester and then across semesters –
constructive alignment for each module, across modules within semesters and
across levels.
From a teaching point of view:
• Aligned curriculum content across three modules
• Thematically linked the topics across each week
• Incorporated communities of learning approach
• Introduced the theme at the start of each week
How and why did you do it?
Assessment design
How
•
•
Designed a detailed case study/vignette
Each module convenor then designed one short assignment question
(1000/1500 words) linked to a particular aspect of the case study.
Why
It is important for the students to get a holistic view of the discipline and the
profession from the outset. To do this successfully they must make links between
practice theory and skills, social science theory and a range of wider contexts
including law and local societal issues. Approaching the same case study from a
range of different perspectives enabled the students to make more active links/
connections between the different topics and learning outcomes covered within the
context of “real life” example.
Assessment delivery
How
•
Why
•
•
These ‘mini’ assignments were staggered and timed in consultation with the
students.
To ensure that there was no bunching of the assignments within the
semester
To ensure feed forward could happen between the mini assignments
Assessment support materials
How
•
Students were given standardised and detailed assignment guidance where
the task was also clearly aligned to particular learning outcomes.
Why
•
To clarify for the students how the task related to the overall course
requirements and learning outcomes.
• To give the students a clear indication of the standards required for
assessments at this level
Assessment Submission
How
Each step was submitted in separate modules in QOL
Why
How and why did you do it?
Marking
How
•
Each assignment tasks would be marked within a 2 week period
Why
To allow timely feedback to feed forward into next small assignment within the task
- or in the case of the third small assignment, the final assessment.
Admin (e.g. distribution of scripts)
How
Why
Other
How
Why
Evaluation/Reflection/Outcomes
How do you know it works?
(measures you adopted, student
feedback outcomes, staff
feedback)
Students were surveyed about their experience as part of their module
evaluation for Theory, Skills and Preparation for Practice Learning
(SWK1003 & SWK 2007)





What were the benefits?
“I thought it was an excellent way to help us as students to
understand all the aspects that can come as a result of one case.”
“My only negative view would be the possibility of making the
case study more focused.”
“after being on placement it helped me to understand the nature
of my role regarding service users and the law and values
applicable for each case alongside the tuning in process.”
“I feel that it was very important to integrate assessment across
those three modules, as it helped me gain a better understanding
of all three and how they interlink in regards to theory and
practice.”
“I definitely agree with the integrated approach for the three
modules in first semester. it helps us to make links from the very
offset which is a key aspect for social work. Although it was very
challenging it was a brilliant insight into the social work degree
and the profession itself.”
Staff
Collaboration with other colleagues teaching the same level of the
programme helps to identify unnecessary overlaps in teaching learning
outcomes.
Students
Avoids bunching of deadlines.
Clear standards for the assessment.
Engaging material with a more authentic assessment ?????
Administration
Were there any additional
benefits? e.g. efficiencies
Helped lecturers to revisit the content of their own modules and the
whole of the programme level for that semester/year and view with fresh
eyes.
Eliminated any duplication of in teaching but promoted congruence of
material.
Challenges/Issues/Problems
Timing – too early for skills assignment ???
In first iteration, the case study proved to be more complex than was
actually required for this level but this can be refined for further years.
What advice would you give to
other lecturers wishing to use
this approach?
Support Material (please
upload/attach or give url)
This approach is worthwhile and proved to help students develop a
breadth of understanding of the profession.
You need to plan and collaborate in advance to allow each lecturer time
to make any changes required to their own delivery.
One student shared this diagram of the assessment with the group
References where applicable
http://78.158.56.101/archive/ics/events/8th-annualconf/Papers/Phyo%20Kyaw%20final.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.225.8899&rep=rep1&type=pdf#page=100
http://community.dur.ac.uk/smart.centre1/publications/EARLI%20Position%20paper%201%20assessment.pdf
http://www.tandfonline.com/doi/pdf/10.1080/02602938.2010.494234
Contact Details
Assessment and Feedback toolkit
Assessment patterns
Initial process ie before redesign
Drag the relevant indicator on to the time scale below
Electronic
Summative Assessment Formative Assessment and Feedback
Feedback
Smaller assessments contibute to larger assessment
Week
2
4
6
Diagnostic
Assessment/feedback feeding into subsequent activity
8
10
12
Assessment patterns
Revised Process
Drag the relevant indicator on to the time scale below
Electronic
Summative Assessment Formative Assessment and Feedback
Feedback
Smaller assessments contibute to larger assessment
week
2
4
6
Diagnostic
Assessment/feedback feeding into subsequent activity
8
10
12