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. 

ASSESSMENT FRAMEWORKS

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Framework: Ethics

Ethics are central to social work and run through all aspects of social work practice. Given this fundamental importance, it was important to develop a specific assessment framework for students. The aim of the assessment framework is to provide guidelines rather than a set of rules. It provides ideas, suggestions and resources to assist field educators and students and it is anticipated that the most relevant aspects will be selected and adapted as required to fit the particular placement context. Individually and collectively, the core social work values of social justice, respect for persons and professional integrity, underpin and concretise the assessment frameworks. AASW Code of Ethics. This framework is designed for use with, and will strengthen each of the assessment frameworks. 

Learning Goal

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Understanding values and ethics is essential to all social work practice and are the subject of the first practice standard. For the purpose of student learning the two elements are expanded into four learning strategies. This is designed to assist the student develop the requisite knowledge and skills to achieve competency in that particular aspect of assessment. Following each set of learning strategies are suggestions about the types of evidence to collect in order to assess 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 one values and ethics.

1:1 Practice in accordance with the Code of Ethics (2010)

1:2 Manage ethical dilemmas and issues arising in practice

To achieve this standard students need to work on the following 4 strategies:

 

1. Reflects on ethical dilemmas arising in practice

 

2. Uses reflection to develop  ethical decision-making capacity – increasing ability to make ethical decisions

 

3. Demonstrates knowledge of the AASW Code of Ethics

 

4. Draws on other appropriate resources 

 

 

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Learning strategies

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1. REFLECTS ON ETHICAL DILEMMAS ARISING IN PRACTICE

Student consistently critically discusses in supervision elements of practice with clients and colleagues in relation to the 3 social work values (AASW):

  • respect for persons
  • social justice
  • professional integrity

 Student identifies ethical issues, problems or dilemmas in placement setting, and discusses this appropriately in supervision

2. USES REFLECTION TO DEVELOP  ETHICAL DECISION-MAKING CAPACITY – INCREASING ABILITY TO MAKE ETHICAL DECISIONS

Student identifies ways in which they are developing ethical practice – considers values and behaviors from personal and professional stances.

Student writes in reflective learning journal about their experience in relation to ethical practice.

See ALPS (Assessment and Learning in Practice Settings) – choose ‘downloadable version’ of the ALPs Ethical Practice Map: http://www.alps-cetl.ac.uk/maps.html

3. DEMONSTRATES KNOWLEDGE OF THE AASW CODE OF ETHICS

Student identifies in supervision the importance of ethical practice and considers the application of AASW Code of Ethics http://www.aasw.asn.au/document/item/740   (AASW, 2010 – see also http://www.aasw.asn.au/whatwedo/ethics-consultation-resources ) and IFSW Statement of Ethical Principles http://ifsw.org/policies/statement-of-ethical-principles/  (IFSW, 2004 See also IFSW Resources webpage:-http://ifsw.org/resources/ ).

4. DRAWS ON OTHER APPROPRIATE RESOURCES 

Student considers a range of ethical decision-making frameworks appropriate for the setting (identifies or develops resources – for example:

Journal of Social Work Values and Ethics: http://www.socialworker.com/jswve/

Search the web for the numerous papers, journal articles, U-Tube presentations on ethical decision-making in social work and specific ethical issues relevant to practice settings.

 

 

 

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Gathering evidence for assessment

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1. REFLECTS ON ETHICAL DILEMMAS ARISING IN PRACTICE
  • Record of dilemmas, decision-making strategies employed, journal records of critical reflection.
  • Written example of triangle of different values at  personal, professional (Code) and organizational levels and how this was resolved in placement setting.
  • Student can make a case as to  what should or could have been done differently, given reflection

2. USES REFLECTION TO DEVELOP  ETHICAL DECISION-MAKING CAPACITY – INCREASING ABILITY TO MAKE ETHICAL DECISIONS
  • FE observes student’s interactions with others, and their responses to feedback
  • FE collects feedback from peers, others about student’s ethical behavior
  • FE shares feedback from clients and colleagues with student and observes student response.
  • Written example of ethical decision-making process with process-record type of recording

3. DEMONSTRATES KNOWLEDGE OF THE AASW CODE OF ETHICS
  • Student chooses appropriate piece of practice to reflect on ethical principles  (own or  others). Can identify differing perspectives, relevant ethical theories that apply, relevant parts of code of ethics

4. DRAWS ON OTHER APPROPRIATE RESOURCES 
  • FE observes that student can articulate ethical principles, reflect on these, participate in analysis of their own values and behaviours in relation to ethical practice.
  • Student can appropriately construct an argument to say why practice is ethical or  unethical.
  • Student demonstrates knowledge of and is able to apply appropriate ethical decision-making processes. 
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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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