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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Undertaking Action Research In Prison: Developing The Older Prisoner Health And Social Care Assessment And Plan, Kate O'Hara, Elizabeth Walsh, Katrina Forsyth, Jane Senior, Jenny Shaw
Undertaking Action Research In Prison: Developing The Older Prisoner Health And Social Care Assessment And Plan, Kate O'Hara, Elizabeth Walsh, Katrina Forsyth, Jane Senior, Jenny Shaw
Articles
Older prisoners are the fastest growing group in prisons. They have complex health and social care needs and the coordination of their care is suboptimal. An action learning group including health care staff, prison staff and older prisoners was established at one prison in England. The group developed the Older prisoner Health and Social Care Assessment and Plan (OHSCAP) which is a health and social care assessment and care planning process for the better identification and management of older prisoners’ needs. This paper describes and critically analyses the process of action learning in prison to develop and pilot the OHSCAP. …
Students’ Views On Assessment: Preliminary Results Of Survey With 1st Year Students In Department Of Social Sciences, Fiona Mcsweeney
Students’ Views On Assessment: Preliminary Results Of Survey With 1st Year Students In Department Of Social Sciences, Fiona Mcsweeney
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This presentation reports on the views of assessment of first year students in a social sciences department. Data was collected using a structued questionnaire from 104 students studying social care and early childhood education. While many positive findings are evident with regard to preparation, feedback and the approachability of lecturers there are lessons to be learned for educators.
Students' Views On Assessment, Fiona Mcsweeney
Students' Views On Assessment, Fiona Mcsweeney
Other resources
The aim of the study was to explore the views and experiences of students in a Social Science department in an institute of higher education. All undergraduate students were surveyed using a structured questionnaire. 258 valid questionnaire were returned and analysed to ascertain students’ opinions on the purpose of assessment, how prepared they felt for assessments, their experiences and views of formative feedback and their reactions to grades. Findings show that while students have completed a good range of assessment types and show awareness of the learning potential of assessments they do not feel they understand lecturers’ expectations nor are …