Using narrative fiction as a means of assessing and learning in a history of social welfare module

Authors: Parker, J.

http://eprints.bournemouth.ac.uk/24933/

Journal: Journal of Further and Higher Education

Publisher: Taylor & Francis (Routledge): SSH Titles

ISSN: 1469-9486

DOI: 10.1080/0309877X.2016.122433

This paper describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods which reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery.

This data was imported from Scopus:

Authors: Parker, J. and Farmer, H.

http://eprints.bournemouth.ac.uk/24933/

Journal: Journal of Further and Higher Education

Volume: 42

Issue: 3

Pages: 289-300

eISSN: 1469-9486

ISSN: 0309-877X

DOI: 10.1080/0309877X.2016.1224331

© 2016 UCU. This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning, including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery.

This data was imported from Web of Science (Lite):

Authors: Parker, J. and Farmer, H.

http://eprints.bournemouth.ac.uk/24933/

Journal: JOURNAL OF FURTHER AND HIGHER EDUCATION

Volume: 42

Issue: 3

Pages: 289-300

eISSN: 1469-9486

ISSN: 0309-877X

DOI: 10.1080/0309877X.2016.1224331

The data on this page was last updated at 04:53 on March 24, 2019.