Introduction: the role of holistic assessment for the PCF Birmingham 9th May 2013 Hilary Burgess

1. Introduction: the role of holistic assessment for the PCF Birmingham 9th May 2013 Hilary Burgess (HEA/SWEPE/University of Bristol)

2. What is holistic assessment? • Reflects the complexity (non-linearity) of SW practice: and the interplay of knowledge, skills and values • All nine domains have to be taken into account to assess a student’s capability, rather than looking at each separately. • Similarly, assessment within each domain is undertaken by looking across the elements. • Where learning or performance objectives are complex ‘the judgment of the assessor is considered central in making a holistic decision about the quality of performance.’ (Biggs) ‘Understanding the whole in the light of the parts’

3. What is holistic assessment? (2) • Holistic assessment is progressive (leading to a final decision) – cf ‘formative’ or ‘summative’ • Each stage should build on the previous one, with links between the ARDP, first placement and last placement

4. What is holistic assessment? (3) • Previous interpretation of the NOS tended to suggest and reinforce a segmented or ‘partial’ approach (‘tick-box’) • ‘To understand and undertake a holistic approach to assessment, the partial and the contextual must be considered together. In this way, we arrive at a synthesis of specific and general, discrete and dynamic. This is a truly holistic approach to assessment.' (Doel et al, 1992, p39). • Thus assessors need to exercise judgment, yet also pay attention to detail where necessary

5. TCSW/HEA Guidance on Holistic assessment for practice learning • Developed with PEs and academics from across England • Suggested templates • Supporting evidence from, for example, DOPs, critical reflection of practice, feedback from service users & carers, evidence from supervision, student’s work, supervision, other (All ideally linked to the PCF)… • A robust but concise portfolio

6. HEA/TCSW Guidance (2) • The student comments on the report • The tutor comments on the report • Significance of placement support structures (tutor; PAP and/or other intervention measures) to clarify how problems in the placement will be resolved • Importance of interim review • Importance of clear transparent decsion making process and appeals

8. Links to the ASYE • General congruence of TCSW/HEA guidance with that for ASYE assessment • Some PEs will be have used this already • Preparing students for the next stage – e.g. through final module in latter stage in programme, or special workshop days

9. Significance of level descriptors for ASYE By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice.

10. Some challenges • Meeting both the PCF and the HCPC SoPs • Working with PEs to change culture and practice: from tick-box to judgement • Links to wider assessment of work in HE • Links to PDP • Using/adapting TCSW/HEA guidance • Local/regional coordination