Assessment and re-design of learning activities from young social work students’ perceptions and experiences: an empirical study on the subject “social work with groups” of the University of Alicante (Spain)

The Teaching–Learning of Community Social Work: Debating as an Instrument to Acquire Transversal Competences

“…Notable among the results was also the fact that the students who were evaluated by their peer group presented higher rates of satisfaction and of perception of development of transversal attitudes than the group that was evaluated by the teaching staff. This is partially consistent with the work of Domenech-López and Giménez-Bertomeu [42], who found positive evidence about the use of self-assessment tools by students, although, in their study, student assessment worsens when the evaluator is from outside the working subgroup. Other research also supports the fact that a peer jury, as an educational evaluation technique, can motivate students and enhance the benefits of debating [48,49].…”

“…The use of active teaching-learning methods provides participating students with opportunities to drive their own educational process, enhancing their autonomy and teamwork [11,14,22,36,42]. Nevertheless, although autonomy and teamwork constitute a key attitudes, students also notably valued the acquisition of others such as communication [17,20,41,[51][52][53], innovation [27,52], social commitment [36], critical thinking [17,23,51] or information management [13,20,51].…”

“…In the case of social work, different research has shown the benefits of a learnercentred approach through active methods. Domenech-López and Giménez-Bertomeu [42], for example, highlight the importance of involving students not only in the execution of learning activities, but also in their design and evaluation. Likewise, Mohedano-Menéndez et al [43] underline the necessary collaboration between students and teachers when creating a shared teaching-learning space.…”

El Trabajo Social con grupos en la Universidad: una experiencia práctica en el Grado en Trabajo Social de la Universidad de Alicante (España)

“…Un 10% de la ponderación la otorgan los subgrupos trascurridas las exposiciones y visualizaciones de las entrevistas. El otro 10% se reparte entre la calificación de la profesora y la autoevaluación del subgrupo (Domenech & Giménez, 2020a). En la Tabla 3 se identifican las experiencias grupales realizadas por los subgrupos.…”

“…Ten percent of the grade is determined by the sub-groups after the presentations and visualizations of the interviews. An additional 10 percent is divided between the professor's evaluation and the self-evaluation of the sub-group (Domenech & Giménez, 2020a). Table 3 shows the group experiences carried out by the sub-groups.…”