Teaching social work students about evidence-based practice using peer-led learning and assessed conversations

While the assessment of students on social work placement has attracted a sizable body of research and commentary, on-campus assessments have attracted less attention. With advances in artificial intelligence and the rise of essay-mills, the rigor of assessment by assignment submission is threatened. Acknowledging the need for educators to review assessment in-line with these contemporary challenges and importance of developing skills for practice, this paper presents an evaluation of implementing assessed conversations in a compulsory evidence-based practice module for Bachelor of Social Work students. Replacing group presentations, students agreed with the introduction of assessed conversations to foster authentic collaboration with peers; while assuring students they would receive formative feedback on their performance before being formally assessed. Sixty students took part in nine focus groups offering feedback on their experience of assessed conversations. Students suggested this was a more challenging form of assessment, however, growth and development was reported. Students described a depth of knowledge achieved and greater confidence in evidence-based practice then they had envisaged possible. Findings suggested three possible factors in successfully implementing assessed conversations: Extensive peer support, formative assessed conversations, and learning by doing. Options for the continuation of research on assessed conversations are discussed.