Analysis and Critical Thinking in Assessment by Xo6X6js3


									Analysis and Critical Thinking
in Assessment
Our latest resources will support
your agency to think about

research in practice
February 2012
why analysis and critical
thinking in assessment?
 The problems in assessment seem to lie in the move
 from the collection of data or information to its use in
 practice to support judgment or decision-making. A
 number of commentators have observed that social
 workers are generally good communicators and
 skilled at gathering information about families and
 their circumstances, but that they then have difficulty
 in processing the material they have collected. The
 difficulties seem to lie in synthesising and analysing
 the data, evaluating it, and drawing conclusions.

Turney D (2009) Analysis and Critical Thinking in Assessment: Literature
   Review. Totnes: research in practice
Development Group and Pilot
Development Group                 Pilot Group
                                     Iqbal Ghag, Coventry
   Cath Carmichael, TACT            James May, Devon
   Gail Clark, Reading              Tom Hewis, Doncaster
   Marilyn Glazzard, Dudley         Liz Hobson, Gloucestershire
   Karen Hewer, Wigan               Vicky Harries, Hull
   Julie Hodgson, Cumbria           Bolanle Izilein, Lambeth
   Carol Holt, Cumbria              Dave Starling, Leicester
   Rosemary Horbury, Cafcass        Liz Mekki, Liverpool
   Janice Morgans, Surrey           Kate Bowden, Milton Keynes
   Sue Rastovan, Cheshire East      Jackie Coventry, Peterborough
                                     Denise Cooke, West Berkshire
                                     Lucy Titheridge, Westminster
                                     Rebecca Barson, Wiltshire
aim of this resource pack

These resources aim to:

   help ensure that analysis and critical thinking are central to
    good practice
   increase understanding of the role of leadership and
    management in promoting a ‘thinking culture’ and of how
    organisational systems, structures and cultures can support
    analysis and critical thinking
   improve understanding from research and practice of what
    might constitute a ‘good’ assessment
   support the use of analysis and critical thinking within the
    supervision process
   increase knowledge of the processes supporting analytical
    thinking in the context of work with children and families
what’s in the resource pack?
who are the resources for?

These resources are grouped around four
   What does an analytical assessment look
   Defining the analytical process
   Supervision
   Organisational culture
Anchor Principles
a final thought...

“If you have the chance to take part in
  something like this, grab at it with both
  hands. It is brilliant, not just for your
  personal development, but for the
  positive results it can bring to your local

Carol Holt, Cumbria (Analysis and Critical Thinking in
  Assessment Development Group)
find out more...

        01803 867692

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