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- It is important that your assessment strategy and design ensures that students can meet all the professional standards before completing the course. You must also ensure that students who do not meet the professional standards are not allowed to complete the course.
www.socialworkengland.org.uk/standards/assessment-of-social-work-students-guidance
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This chapter will introduce you to elements of social work assessment, incorporating principles, context, models, frameworks, skills and practice issues. It will draw reference from across the range of service user groups and invites you to reflect on and critically explore the material.
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Jan 30, 2014 · Assessment is also an integral part of social work education and consists of appraisal of student learning and the effectiveness of curricula, pedagogy, and programs in preparing students for social work practice.
- About This Guidance
- Assessment Strategy and Design
- Scheduling Assessments
- Providing Feedback
- Assessors
- Governance Processes
- Evaluation
- Reasonable Adjustments
- Providing Information to Students
- Academic Appeals
This guidance supplements the social work qualifying education and training standards 2021. This guidance is particularly relevant to standard 5, which is about curriculum and assessment. We recommend that you read the following documents alongside this guidance: 1. Guidance on the education and training standards This provides general guidance on ...
4.8: Ensure that the assessment strategy and design demonstrate that the assessments are robust, fair, reliable and valid, and that those who successfully complete the course meet the professional...
It is important that your assessment strategy and design ensures that students can meet all the professional standards before completing the course. You must also ensure that students who do not meet the professional standards are not allowed to complete the course. However, you may wish to consider providing opportunities for such students to receive a different award which does not qualify them to be a social worker.
Producing your assessment strategy
An assessment strategy is a document that sets out your approach to assessment, both formative and summative, across the entire course. Formative assessment is informal, frequent, does not result in a judgement about a student’s performance or progression and is primarily for the benefit of the student’s learning. Summative assessment is a formalised assessment that is scheduled and results in decisions about a student’s performance and progression. It is best practice for students to have ex...
Demonstrating reliable and valid assessments
Your strategy needs to show that your assessments are reliable, which means that they are consistent and thorough enough to produce replicable results. You should be able to show that your assessments produce the same, consistent results across a cohort of students regardless of when the assessment takes place or who marks it. Psychometric analysis of assessment elements, such as written exam questions, examiners, or sites where examinations are delivered, can be useful to evidence whether yo...
4.9: Ensure that assessments are mapped to the curriculum and are appropriately sequenced to match students’ progression through the course
It is important that assessments are carried out at appropriate stages during the course to match students’ expected progression. For example, end of module and end of year assessments should be scheduled close to the end of that phase of learning, with appropriate time allowed for revision. You should consider the assessment burden on students when scheduling your assessments. For example, scheduling several assessments in a short period of time may cause undue stress for students. Schedulin...
4.10 Ensure students are provided with feedback throughout the course to support their ongoing development
It is important that students receive useful feedback as soon as is practical after their assessment about their progression and how they have performed. Feedback is an important part of encouraging students to reflect on their performance. When considering the way in which you provide feedback to students you may wish to consider the following: 1. The policy and process for providing feedback should be available to students. 2. The form of feedback you give should align with the purpose of t...
4.11: Ensure assessments are carried out by people with appropriate expertise, and that external examiners for the course are appropriately qualified and experienced and on the register
It is important that staff who carry out assessments for your course are suitably experienced and skilled and are appropriately trained and supported. Your assessors should have relevant qualifications and experience and you should have confidence in their ability to course’s assessment methods and marking schemes fairly and consistently. Training for assessors could include providing: 1. information about the course’s assessment strategy 2. information about how and when the course’s learnin...
External examiners
It is important that there is appropriate professional input in the external review of your assessment process. You should recruit external examiners through a transparent process using role specifications that include requirements in relation to expertise and experience in the design and delivery of assessments. You should have processes for briefing external examiners and providing training for their role as appropriate.You should ensure that your external examiners have professional experi...
4.12: Ensure that there are systems to manage students’ progression, with input from a range of people, to inform decisions about their progression including via direct observation of practice
You should have clear governance mechanisms to oversee progression and make decisions about the assessment and graduation of individual students. Your processes should support the following: 1. Reaching consistent, evidence-based and defensible decisions about individual students, using expert judgement in an accountable and consistent manner when necessary. 2. Identifying borderline candidates, for example by using standard error of measurement (SEM) criteria and applying this to candidates...
3.9: Evaluate information about students’ performance, progression and outcomes, such as the results of exams and assessments, by collecting, analysing and using student data, including data on equ...
You should evaluate information about students’ performance, progression and outcomes by collecting and analysing data and using it to make changes or improvements where appropriate. This includes equality and diversity data in relation to learning outcomes. For example, you might make a change to your teaching or assessment if your data analysis showed that groups of students with a particular protected characteristic tended to perform less well in that specific part of the course and you th...
5.4: Make supportive and reasonable adjustments for students with health conditions or impairments to enable them to progress through their course and meet the professional standards, in accordance...
We expect you to make supportive and pragmatic adjustments to the way you deliver your assessments, including for those students who have long term health conditions and disabilities, while also abiding by the Equality Act 2010. You should take account of any adjustments you have made when considering how a student can meet the professional standards at the end of their course. Examples of reasonable adjustments that could be made to assessments include: 1. Additional time for an assessment o...
5.5: Provide information to students about their curriculum, practice placements,assessments and transition to registered social worker, including information on requirements for continuing profess...
It is important that students have all the information they need about their assessments. Much of this information could be included in your assessment strategy and associated policies and you could consider providing this to students at the point of induction. You should consider providing information to students about the following areas: 1. The assessment course. 2. The roles, responsibilities and lines of accountability of staff involved in assessment. 3. Assessment format, length, the ra...
5.8: Ensure there is an effective process in place for students to make academic appeals
Assessment processes must be applied fairly, and students must be able to make an academic appeal where they feel that this has not been the case. It is therefore important that you have a clear, robust and effective process in place for students to make academic appeals and that students have access to information about this process. An academic appeal means a request by a student for a review of a decision made by you or another academic body about their progression, assessment or award. Yo...
Nov 16, 2022 · Interventions in social work are often described as having four stages: engagement, assessment, intervention, and evaluation (Suppes & Wells, 2017). The assessment stage typically involves: Collecting, organizing, and interpreting data. Assessing a client’s strengths and limitations.
Nov 15, 2018 · Assessment is an essential element of social work practice. However, by trying to realize the so-called triple-mandate of social work, professionals and students on qualifying training sometimes struggle to consider simultaneously client and organizational aspects, and to embrace both outcome-orientation and process-orientation.
- Janne Fengler, Brian J. Taylor
- 2019
Assessment is an ongoing process of data collection aimed at identifying client strengths and problems. Early assessment models were based on psychoanalytic theory; however, current assessment is based on brief, evidence-based practice models.
Introduction. In social work, assessment generally refers to a process of learning through collect-ing information, making observations, checking information from diferent sources, and synthesizing all the information to develop goals and actions.
