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Taskforce Assessment recommendation .. “A curriculum based on jointly agreed outcome standards for the social work degree with these standards explicitly tied to robust assessment processes”. The concerns - a lack of consistency; Some students are passing the social work degree who are
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Taskforce Assessment recommendation .. “A curriculum based on jointly agreed outcome standards for the social work degree with these standards explicitly tied to robust assessment processes” • The concerns - a lack of consistency; • Some students are passing the social work degree who are • neither competent nor suitable to enter the work force • Particular concerns re assessment of practice • Some employers have said that they are unable to • appoint some NQSW; some NQSWs cannot find jobs/or • take non- SW jobs. • Some graduates are failing basic literacy and numeracy tests • set by employers • -
Possible weaknesses in the system • SW staff may not be supported by their HEI in removing unsuitable students due to fear of litigation and expense. • HEI find it difficult to fail students and are ‘financially penalised’ when students leave courses. • Social work educators operate on an enhancement model and some find it difficult to make tough decisions and fail students. • The assessment structure may undersell the contribution practice learning should make to pass/fail of the course overall. • Some PAs say they are afraid to fail students; some PA report that the University has not allowed them to fail a student. • The robustness and objectivity of External Examiners who are there to moderate and ensure standardisation is varied as is their scrutiny and reporting on professional issues.
Possible solutions • The emphasis of assessment should be to ensure that social workers are fit and competent to practice to ensure best outcomes for service users and less on compassion for students • Courses which are found to be taking making inappropriate assessment decisions should be challenged • National tests and more use of examinations • The decision about competence to practice to be made by the practice assessor and endorsed through a formal PAP which makes recommendations to the Assessment Board. • Further work to enhance and support the role of EE: • one EE to be registered SW with specific responsibility for practice learning • EEs to be aware of all investigations under ‘suitability for SW’ • recommendation for HEIs to revise the template to fully acknowledge issues relating to professional education