Overcoming the fear: fairness in the joint marking of a case study

Abstract

The authors address a number of issues around the joint marking of case studies produced by Diploma in Social Work (DipSW) students during their placements. Such studies are marked by both tutors and practice teachers, and the latter often feel ill-equipped to perform an ‘academic’ task. The authors were asked to address this problem in a workshop for practice teachers on a Manchester DipSW course. The authors argue that such ‘fear’ stems from concerns regarding power, experience and the accuracy (and hence fairness) of the result. However, the creation of a rigid, prescriptive marking scheme is not felt to be the answer, as that approach would stifle the creativity of social work, which is viewed as desirable. They argue that confidence in the legitimate use of authority must be maintained within a framework of fair procedures that offers protection to the student. The article seeks to reframe practice teachers' negative view of power as a purely oppressive instrument and consider ways of appreciating its positive potential on behalf of service users. The underlying theme is the notion of power, who operates it and what legitimises it. The authors note that their understanding of power is obviously influenced by their experiences as two white, male, non-disabled professionals in social work education. Social workers resort to power and authority, self consciously, hesitantly, apologetically. It evokes a sense of shame and guilt. Kadushin, 1992