Cross, Alexandra (2011) Self- and Peer-Assessment: the case of Peer Supervision in Counselling Psychology. Investigations in university teaching and learning, 7. pp. 73-81. ISSN 1740-5106
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Peer supervision is widely recognised within health services vocational training as a rich source of learning for clinical trainees. Whilst it is usually recommended simply as an adjunct to traditional individual supervisory support, it could provide trainees with a specific form of collegial learning that contributes to the erosion of power imbalances and invites shared feedback. However, it has yet to be assessed as a formal assessment tool.
This paper will begin by exploring the benefits of peer supervision itself, as located within the specific learning path of a counselling psychology trainee. It will then go on to highlight the benefits of formative peer assessment, as demonstrated within a wider pedagogic assessment framework which clearly points to some implications for the use of the method in other settings. A design and method for the implementation of peer assessment within counselling psychology peer supervision is suggested, followed by an analysis of what kinds of assessment criteria might be appropriate for such a method. Finally, some indications of how the method’s overall effectiveness might be evaluated are proposed.
|Uncontrolled Keywords:||Investigations in university teaching and learning, counselling, peer supervision, self-assessment, assessment|
|Subjects:||100 Philosophy & psychology > 150 Psychology
300 Social sciences > 370 Education
|Department:||Centre for Professional Education and Development (CPED)
School of Social Sciences
|Depositing User:||David Pester|
|Date Deposited:||14 Apr 2015 08:50|
|Last Modified:||13 Oct 2016 11:40|
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