Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment


  • Jonathan Parker



practice learning, assessment, self-assessment, self-efficacy


Practice learning has assumed a place of central importance in the current qualifying education for social work in the UK. This paper seeks to explore whether students should be encouraged to contribute to the process of assessment and, assuming that they should, how this might be achieved. A self-efficacy model is proposed as a means of students assessing themselves and creating a constructive dialogue on their progress and development as beginning social workers.


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How to Cite

Parker, J. (2012). Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment. The Journal of Practice Teaching and Learning, 6(3), 8-30.