An exploration of concept mapping as a method of evaluating student learning in social work

Anghel, Roxana, Fox, Joanna and Warnes, Mark (2010) An exploration of concept mapping as a method of evaluating student learning in social work. In: The outcomes of social work education: developing evaluation methods. University of Southampton, Southampton, UK, pp. 34-49. ISBN 9780854329076

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Abstract

This paper explores the innovative use of concept mapping as a method for summative assessment of meaningful learning in socila work education. This small scale study focused on the learning of working in partnership with service users, which is a core requirement for social work practice and education. This is however a complex, value-laden competency that develops over time and by integrating knowledge from diverse learning sources, and it is thus difficult to assess. The study involved a small number of year one social work students, and used a longitudinal quasi-experimental design and an adapted method of scoring the concept maps, more appropriate for analysing social work knowledge. This paper focuses on the process of developing the scoring method and looks at the challenges of analysing the maps quantitatively and qualitatively. The findings suggest that concept mapping as assessment method has value in social work education but that the summative analysis might be limited in conveying accurately the quality of knowledge displayed. The study also showed that students have difficulties in integrating knowledge acquired from fragmented sources of learning and suggests that concept mapping might be a useful teaching method for supporting student learning.

Item Type:	Book Chapter
Additional Information:	Published by Higher Education Academy Subject Centre for Social Policy and Social Work, University of Southampton School of Social Sciences
Faculty:	ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User:	Repository Admin
Date Deposited:	20 Sep 2011 09:47
Last Modified:	29 Apr 2022 11:30
URI:	https://arro.anglia.ac.uk/id/eprint/142713

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