Assessment Framework

These frameworks are designed to be guidelines for practice learning assessment and not rules. Each framework provides some guides for baseline expectations of students. However in working with these, variations between students and placements must always be considered.

Framework: Community Development

Assessment Framework: Community Development

The community development assessment framework is designed to be relevant in all field education placements regardless of whether the placement focus is designated as ‘community development’, casework, research or policy both direct practice and research focused. The aim of the assessment framework is to provide guidelines rather than a set of rules. The assessment framework provides ideas and suggestions, along with case scenarios to demonstrate key points and resources to assist field educators and students.  It is anticipated that field educators will select, and adapt as required, the aspects of the framework most relevant to their particular placement context. It may be useful to consider using this framework in conjunction withOther useful frameworks may be Team Work, Interpersonal Communication, or PolicyThe decision to develop a specific community development assessment framework was the outcome of a series of interviews with academics involved in field education staff. Analysis of the interview data revealed difficulties with using the existing practice standards to establish learning plans and assess students in placements with a community development focus. 

 

Learning Goal

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The learning goal of this framework was developed by selecting the most pertinent objectives and aspects of the AASW Practice Standards. The learning goal has been further divided into four key elements each of which corresponds to a particular a learning strategy or strategies. These strategies consist of tasks and activities designed to assist the student develop the knowledge and skills (competencies) on which they will be assessed. Following each set of learning strategies are ideas and suggestions about  the types of evidence to gather in order to make an assessment of the students competency in the given area. The final part of the framework consists of a series of reflective questions designed to assist the field education assessor/s in the process of making a judgment or coming to a decision about the competency of the student.

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Practice standard

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Standard 3 culturally responsive and inclusive practice

Standard 4 knowledge for practice

Standard 5 applying knowledge to practice

learning to practice community development and these standards includes 4  essential elements:

1. Incorporates research, knowledge and understanding of community into practice. Understanding of a social work approach to working with communities. Understanding of relationship between community work and other fields of social work practice.

 

2. Social worker practices in a way that maximizes community involvement in  the development, implementation and evaluation of projects, activities 

 

3. The student is aware of the impact of policy, legislation and political issues at the local level and able to work with/take action on this

 

4. Ability to report on activities and written communication relevant to different groups. Situations and purposes 

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Learning strategies

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1. INCORPORATES RESEARCH, KNOWLEDGE AND UNDERSTANDING OF COMMUNITY INTO PRACTICE. UNDERSTANDING OF A SOCIAL WORK APPROACH TO WORKING WITH COMMUNITIES. UNDERSTANDING OF RELATIONSHIP BETWEEN COMMUNITY WORK AND OTHER FIELDS OF SOCIAL WORK PRACTICE. 

Discusses with field educator, and others, the approach/s to community work taken within the agency.

Critically engages with literature about community development approaches to social work

2. Resources

In consultation with field educator identifies ways to learn about the community

3. Ideas for learning about communities

During supervision discusses relationship between community development and  the goals of social work

Documents learning by keeping journal of learning about community development theory and practice.


2. SOCIAL WORKER PRACTICES IN A WAY THAT MAXIMIZES COMMUNITY INVOLVEMENT IN  THE DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF PROJECTS, ACTIVITIES 

Student engages with increasing independence with relevant groups, organizations and individuals in the community.

4. Resources on engaging with communities

Develops a range of communication skills appropriate to working collaboratively across a range of situations and with different groups, organizations and individuals. Ability to recognize and with assistance develop strategies to work with existing power relationships and imbalances in communities.

5. Examples

With assistance of field educator and in collaboration with others, plans relevant project or activity (including stages, timeframes, tasks, method, roles responsibilities, outcomes. 6. Link resources


3. THE STUDENT IS AWARE OF THE IMPACT OF POLICY, LEGISLATION AND POLITICAL ISSUES AT THE LOCAL LEVEL AND ABLE TO WORK WITH/TAKE ACTION ON THIS

In consultation with filed educator identifies a  local issue and through research and discussion with others learns the history of this issue and the broader social /political and legislative context underpinning the issue.

Discusses in supervision what action has, or could be taken about this issue.

Discusses in supervision the role of social work in working at the community level in general and specifically in relation to the activities in which they are involved.

Develops skills necessary for advocating and working with communities experiencing disadvantage.

7. Case scenarios and examples


4. ABILITY TO REPORT ON ACTIVITIES AND WRITTEN COMMUNICATION RELEVANT TO DIFFERENT GROUPS. SITUATIONS AND PURPOSES 

Record different types of meetings  

Written communication appropriate to the situation, group or individual

Recording or reporting on project for different audiences and purposes

8. Case scenarios

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Gathering evidence for assessment

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1. INCORPORATES RESEARCH, KNOWLEDGE AND UNDERSTANDING OF COMMUNITY INTO PRACTICE. UNDERSTANDING OF A SOCIAL WORK APPROACH TO WORKING WITH COMMUNITIES. UNDERSTANDING OF RELATIONSHIP BETWEEN COMMUNITY WORK AND OTHER FIELDS OF SOCIAL WORK PRACTICE. 

Demonstrates ability to find out about the community

Uses  knowledge about community in ways relevant to their project , activity or their work in general.

Capacity to articulate approaches/s to community development taken by the agency and discuss in relation to other community development approaches

Can clearly articulate the relationship between the work of the agency, and the goals of social work

9.Case scenarios


2. SOCIAL WORKER PRACTICES IN A WAY THAT MAXIMIZES COMMUNITY INVOLVEMENT IN  THE DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF PROJECTS, ACTIVITIES 

Based on observation, supervision discussions  and feedback from others field educator assesses student’s ability to :-

- engage with community groups, organizations, individuals

- use communication skills appropriate to the groups, organizations or individuals with whom they are working .

- workwith existing relationships and power imbalances in the community

- change their approach/practice in response to feedback from field educator and community members

 

Project plan completed

Student completes project, articulate the purpose of project/activity, the stages involved, the knowledge skills required

10.Case scenarios


3. THE STUDENT IS AWARE OF THE IMPACT OF POLICY, LEGISLATION AND POLITICAL ISSUES AT THE LOCAL LEVEL AND ABLE TO WORK WITH/TAKE ACTION ON THIS

Demonstrates knowledge of the history and broader context of the local issue chosen.

Ability to identify appropriate actions to take and/or be involved in this  action.

Demonstrates relevant advocacy skills

Ability to articulate the relationship between social work, working with their communities and the tasks in which they are involved. 

11. Case scenarios


4. ABILITY TO REPORT ON ACTIVITIES AND WRITTEN COMMUNICATION RELEVANT TO DIFFERENT GROUPS. SITUATIONS AND PURPOSES 

Field educator assesses selection of records of meetings.

Assesses communications written for different audiences and purposes

Produces relevant documentation of project processes and outcomes

12. Case scenarios

 

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Making a judgement about competency

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WHAT LEVEL OF KNOWLEDGE, EXPERIENCE DOES THE FIELD EDUCATOR HAVE IN CONDUCTING RESEARCH? 

 

IS THERE A GOOD MATCH BETWEEN THE EVIDENCE YOU ARE GATHERING  AND THE DEVELOPMENT STRATEGIES USED?

 

HAS STUDENT HAD  SUFFICIENT LEARNING OPPORTUNITIES TO DEVELOP THE COMPETENCIES YOU ARE ASSESSING? 

 

IS THIS THE STUDENT’S FIRST OR SECOND PLACEMENT?

 

WHAT IS THE PRIMARY FOCUS OF THE PLACEMENT ? 

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