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: Reflective Practice

Field education provides student with important opportunities to demonstrate and further develop reflexive or reflective practice. That is the ability to understand and articulate the ‘what’, ‘why ‘and ‘how’ of their interventions. 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. It may be useful to consider using this framework in conjunction with Supervision.

Learning Goal

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The learning challenge in this framework is based on Practice Standard 5:4. The indicators for this learning goal have four essential elements. A set of learning strategies (tasks and activities), follows each element and are 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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5:4 - Apply Critical and Reflective Thinking to Practice

This standard includes 4 essential elements:

1. In supervision, the student reflects on issues arising in their practice that relate to values and principles of social work.

 

2. Student’s reflection on practice leads to their practice becoming more consistent with social work values and principles. 

 

3. Student relates reflection on practice to their developing skills and knowledge.

 

4. Student reflects on the broader context in which their practice is undertaken.

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Learning strategies

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 1. In supervision, the student reflects on issues arising in their practice that relate to values and principles of Social Work.

Field Educator and student use reflection and values exercises  to consider core social work values in social work practice ie Respect for persons, social justice, professional integrity AASW (2010) and how these apply to the setting. See AASW Code of Ethics (2010). Website: http://www.aasw.asn.au/document/item/740


2. Student's reflection on practice leads to their practice becoming more consistent with Social Work values and principles.

Reflective practice objectives specified in Learning plan – includes relationship to values and principles of social work’

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. Student relates reflection on practice to their developing skills and knowledge.

FE and student discuss in supervision what reflection and critical reflection entail in practice. See: Fook & Gardner: http://mcgraw-hill.co.uk/openup/fook&gardner/

For what is reflection: http://www.learningdevelopment.plymouth.ac.uk/LDstudyguides/pdf/11Reflection.pdf

Student practices social work tasks in role plays and reflects on these in learning journal and in supervision.

Student engages in social work tasks as appropriate and reflects on these in learning journals and in supervision.

Field educator breaks down the concept of reflection into its component of observation, documentation, analysis skills, self-awareness. See: ‘Creating a positive learning environment’ (pp. 55+) in See a Guide to supervision in social work  field education:  http://www.socialworksupervision.csu.edu.au/resources/docs/CSU-guide-social-work-field-education.pdf


4. Student reflects on the broader context in which their practice is undertaken.

Student observes, reflects on  and discusses key roles/tasks of social workers , other team members and understanding of organization in wider political, social and economic context http://mcgraw-hill.co.uk/openup/fook&gardner/

Student engages in ongoing scholarly reading relevant to the practice/policy/research area.

Student is encouraged to take up opportunities to reflect on and discuss respectfully differing views and diversity.

Student practices reflection in practice as well as reflection on prior practice.

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Gathering evidence for assessment

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 1. In supervision, the student reflects on issues arising in their practice that relate to values and principles of Social Work.

Student documents own/colleagues’ values against social work values – se Ethical Reflection framework.


2. Student's reflection on practice leads to their practice becoming more consistent with Social Work values and principles. 

Regular use of a reflective learning journal

Recordings of role plays – audio and/or video

Documented observations by field educator or recordings of interviews with peers/ clients/ policy stakeholders/research participants

Process reports

Mapping the reflective process

Mid and end of placement reports to include example of achievements in relation /examples of reflective practice.


3. Student relates reflection on practice to their developing skills and knowledge.

Regular use of a reflective learning journal

Recordings of role plays – audio and/or video

Documented observations by field educator or recordings of interviews with peers/ clients/ policy stakeholders/research participants

Process reports

Mapping the reflective process

Mid and end of placement reports to include example of achievements in relation /examples of reflective practice.


4. Student reflects on the broader context in which their practice is undertaken.

Student critically reflects orally or in writing on a case study of an aspect of practice eg direct, policy development, research project.

 

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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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