An experiment in reflective social work teaching

practice: Linking grades to course objectives

Elspeth Slayter, Ph.D.

Salem State University – School of Social Work
An experiment in reflective social
work teaching practice
Linking program objectives to course
objectives to student outcomes in a
master’s level research methods course

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 An experiment in reflective
social work teaching practice

Evaluation of
Course Course how well course
objectives assignments did at meeting
objectives

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 2. Link grade
1. Teach and
data to
collect data
objectives,
on student
review &
grades
critique data

5. Develop 3. Think
data about ways
collection to tweak the
tool course

4. Weave
into graded
assignments
&operational
ization of
objectives
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Step 1: Prepare syllabus, link objectives to
assignments, assign weights
• Objective 4:
Understand the
advantages,
disadvantages of
selected research
Take-home quiz: Section on methods justification,
End-of-semester presentation: Section on
methods for sampling,
critique
Assignment 2: Section onofmethods
methodsjustification
methods justification measurement and
analysis
• Which
assignments/parts
“fit” this objective?

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 Step 1: Assign weights
• Consideration of
how much each
assignment/part
should count for
• Consider
Take-home quiz: Commentary on methods justification,
End-of-semester presentation:
critique
Assignment 2: Section onof
Section on methods
methods
methods
justification
justification developmental
33%33%
33% process expected
within the course
• Create data
collection tool in
excel
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 Step 1: Collect data on each
assignment/assignment part
Rubric for Critique of Critique of Clarity of Use of APA
Assignment literature re: methods writing format
2 application to
oppressed groups 25% of 25% of 25% of
Assignment Assignment Assignment
25% of Assignment grade grade grade
grade

Angelina 3.3 3.7 2.7 3.0

Barnaby 0 0 4.0 4.0

Cornelius 4.0 3.7 3.3 3.3

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 Step 2: Actually link data
to each objective fix

Objective 4 Take-home quiz: Assignment 2: Final assignment:

Section on methods Section on Section on
justification and methods methods
methods critique justification justification

33% of score for 33% of score for 33% of score for

objective objective objective
Average among all 3.3 4.0 3.7
students in class for
each
assignment/assign
ment part that is
used to “grade” the
objective

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 Step 2: Calculate “grades”
for each objective
Objective Grade point average (GPA) Letter grade

1 3.25 B

2 3.47 B+

3 3.19 B

4 3.36 B+

5 3.65 B+

6 3.38 B+

7 3.60 B+

8 3.41 B+

9 3.26 B
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 An example: Research in Social Work
Objective Weighted Grade point average Letter grade
measures (GPA)
1-Understand the use of 30% Paper 1 3.25 B verging on
research as a contributor to Problem B+
psychosocial theories and the Statement
understanding of social and 70% Final paper
psychological phenomena problem
statement

5-Be able to conceptualize 50% final paper 3.65 B+ verging on

and design a social work grade A-
research project and present 50% final
a coherent rationale for its presentation
selection

9-Understand use of research 25% class 3.26 B verging on

as a means for the exercise 1 B+
advancement of 25% class
socioeconomic justice and as exercise 2
a tool against discrimination 50% end section
and oppression; of final paper
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 Step 3 & 4: Overall review &
“tweaking” considerations
• Think about ways to tweak the course
• Objective 1 – Theory content
– Develop specific class exercises, blog postings on theory
– Assignment on application of one theory
• Objective 5 – Conceptualize and design
– Doing pretty well, keep up efforts at getting students to
justify methodological choices
• Objective 9 – Tool against oppression
– Develop a better research-to-practice exemplar base
– Talk about negative cases (problematic sampling,
stereotyping)
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Step 3 & 4: My review
& tweaking process

nt
Stude k
wor d
ate
evalu

Linkage of
objectives
and
outcomes
Annual (?) review
process at the
annual course re-
design or
reconsideration
stage

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 Suggested guiding
questions for review
1. Review results – don’t consider an end-all, be-all
2. How do ‘objective grades’ relate to grades given
to students?
3. Is everything assigned linked to outcome? Does it
need to be?
4. Are the outcomes measured reflective of what is
really done in class?
5. What was not measured that should be in an
objective?
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