Learning outcomes
المؤلف:
Catherine Layton
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P344-C29
2025-08-02
465
Learning outcomes
Despite all of the above-mentioned variations in experiences, there were three types of learning evident across most of them. These were the acquisition of practical knowledge; changes in self-positioning as a result of acquiring that knowledge; and, contrary to the markers' comments that there was no reflection evident in the diaries, reflection on that change.
The practical knowledge that students acquired should not be underestimated, or dismissed as technical competencies. As Forester 2003 points out, 'ordinary' work is a 'thickly layered texture of political struggles concerning power and authority, cultural negotiations over identities, and social constructions of the "problems" at hand' (Forester, 2003). It is as a consequence of this texture that students saw themselves and their relationships with others differently - students moved from anxiety and bewilderment to feeling capable of handling difficult situations on their own, without knowing how this had happened (Figure 1).
The reflection evident in the diaries was not consistent with marker expectations that students would be able to link theory with practice (the definition of reflection implicit in the assessment rubric). Reflection was directly derived from experiences, rather than a process of starting with the readings and seeing how concepts such as class might apply to the client group. Often, however, it was not possible to ascertain exactly what a student had concluded as a result of his or her reflection, even though the process of reflection was evident (Figure 1). The first extract in Figure 2, from a diary largely written in the third person (an ongoing reminder that this was an assessment task and the student's future was at stake), shows how the experiences in the placement might reverberate in another of the students' worlds:
Where there was (rare) evidence of the concepts being taught having been considered, this was not necessarily an issue at work (Figure 3).
Nor was the reflection necessarily a private activity (Figure 4).
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