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: Policy

Developing skills in policy analysis is central to social work, regardless of the area of practice. Consequently, this assessment framework has been designed for assessing students in both direct practice and policy focused field education placements. The intention 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 the particular placement context. It may be useful to consider using this framework in conjunction with Ethical Practice, Research,Assessment Skills, and Community Development 

 

Learning Goal

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As a key area of practice, this learning goal is relevant to standard 4 - Knowledge for Practice, and Standard 5 - Applying Knowledge to Practice, and is a core area of Social Work practice. The learning goal consists of four key elements (again drawn from key aspects of AASW policy Practice standard), 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 on 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 4 - Knowledge for Practice

Standard 5 - Applying Knowledge to Practice

1. Ability  to understand the policy and legislative context (Identifying and accessing relevant policies and laws and how they are implemented)

 

2. Ability  to articulate the potential positive and negative effects of policies (including who is excluded and included)

 

3. Awareness of the policy development, implementation and review processes and opportunities to participate

 

4. Ability  to identify situations in policy directions which raise ethical issues

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Learning strategies

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1. ABILITY  TO UNDERSTAND THE POLICY AND LEGISLATIVE CONTEXT (IDENTIFYING AND ACCESSING RELEVANT POLICIES AND LAWS AND HOW THEY ARE IMPLEMENTED)

Student investigates  the  policy and legislative context of the agency.

Student articulates relationship between policies/legislation and practices of the agency.

1.Examples


2. ABILITY  TO ARTICULATE THE POTENTIAL POSITIVE AND NEGATIVE EFFECTS OF POLICIES (INCLUDING WHO IS EXCLUDED AND INCLUDED)

Student selects particular policy or legislation and unpacks the ideas and  values which  underpin them.

2. Examples

Considers positive and/or negative  effects of policy on target group and or/the agency’s clients.

Where negative impact are identified, student considers how the policy could  be changed or modified.

Student identifies relationship between policy and other social work practices.

3. Resources


3. AWARENESS OF THE POLICY DEVELOPMENT, IMPLEMENTATION AND REVIEW PROCESSES AND OPPORTUNITIES TO PARTICIPATE

Student is provided with opportunities to observe and participate in relevant committees, working parties and other agency initiatives that are part of the policy/research/practice nexus

Student investigates processes for policy review and development within the agency and broader field of practice. 4. Link to examples

Student identifies and critically evaluates different  ideas and perspectives  about policy processes.  5. Link to literature   

Student develops policy writing skills as appropriate to placement 

6. Examples


4. ABILITY  TO IDENTIFY SITUATIONS IN POLICY DIRECTIONS WHICH RAISE ETHICAL ISSUES 

Student identifies ethical policy related  issues and raises with supervisor

Student identifies if there are any ethical policy related issues arising from their placement tasks.

7. AASW Code of Ethics

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Gathering evidence for assessment

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1. ABILITY  TO UNDERSTAND THE POLICY AND LEGISLATIVE CONTEXT (IDENTIFYING AND ACCESSING RELEVANT POLICIES AND LAWS AND HOW THEY ARE IMPLEMENTED)

The student is able to locate the relevant policies/legislation and is able to articulate relationship between the policies the agency’s work, their own practices and the polices they have identified.


2. ABILITY  TO ARTICULATE THE POTENTIAL POSITIVE AND NEGATIVE EFFECTS OF POLICIES (INCLUDING WHO IS EXCLUDED AND INCLUDED 

Student to choose one policy and discuss during supervision ideas and assumptions underpinning the policy, if it is just, any other ethical issues and the practice implications

The student provides a written or verbal summary of key strengths and weaknesses in existing policy, effects on practices in the agency, broader field of practice or target group. This includes ideas which may rectify  any weaknesses identified.


3. AWARENESS OF THE POLICY DEVELOPMENT, IMPLEMENTATION AND REVIEW PROCESSES AND OPPORTUNITIES TO PARTICIPATE 

Student attends relevant committee and interagency meetings and in supervision reflects on the committees/agencies  roles in the policy change process

Student is able to critically discuss the policy process based on their placement observations, experiences, relevant literature where relevant.

Where applicable presents a final draft of the relevant policy document ( Ie  briefing paper, submission, part of a new policy or agency protocol.


4. ABILITY  TO IDENTIFY SITUATIONS IN POLICY DIRECTIONS WHICH RAISE ETHICAL ISSUES 

Student to choose one policy and discuss during supervision if it is just/unjust and why, and any other ethical issues.

Student able to identify the policy/policies or legislation and the relationship to the ethical dilemma experienced in placement task.

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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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