From service-user to social work examiner: not a bridge too far

Abstract

The engagement of service-users in social work education has now become a recognised and accepted imperative. There are various ways in which this engagement can be formulated. This paper will address one such area that of developing a meaningful role for service-users in the assessment of social work learning. In partnership with a drugs rehabilitation centre in Dublin and University College Dublin (UCD), the authors worked with service-users in developing a curriculum and assessment method for a module on a Masters of Social Work programme. This paper describes how mixed-method research approach was used to engage both service-users and students in exploring and evaluating the assessment process. Both participant groups gave their informed consent to participate in focus groups, assignments, feedback and reflection activities. The findings indicated that service-users were keen to influence the way that social workers carried out assessments, and that social work students were, in turn, influenced by these views. The paper concludes with an appeal for such participatory approaches to social work education and learning where service-users can play meaningful roles in the important areas of student learning.