Evidenced self-evaluation for employability competencies What do we know about self assessment? Self assessment is a necessary skill for learning Within the programme After the Programme David Boud (2012) University of Technology. Sydney. Australia

What do we know about self assessment? Learners can be realistic in making self assessments –inexperienced learners and those new to an area tend to overrate themselves –advanced learners are more realistic and can tend to underrate themselves David Boud (2012) University of Technology. Sydney. Australia

What do we know about self assessment? Practice in making judgments improves self assessment –One-off uses of self assessment don’t have much impact David Boud (2012) University of Technology. Sydney. Australia

Evidenced self-evaluation for employability competencies ‘ Peer assessment seems adequately reliable and valid in a wide variety of applications, although virtually all of the current literature considers reliability of marks or grades rather than more detailed, formative assessment. Levels of acceptability to students are varied and do not seem to be a function of actual reliability. Students find peer assessment through tests, marks, or grades demanding but anxiety reducing. Learning gains in terms of test performance, skill performance, or subjective measures are frequently reported.’ (p. 268) Topping, K. (1998) Peer assessment between students in colleges and universities, Review of Educational Research, 68, 3,

Evidenced self-evaluation for employability competencies Students must develop the capacity to make judgments about their own learning –Otherwise they cannot be effective learners now or in the future We can never provide them with as much or as detailed feedback as students need. –Some kinds of feedback inhibit judgment through fostering dependency and compliance. Communities of judgment beyond ourselves need to be engaged with - peers, practitioners, professional bodies. David Boud (2012) University of Technology. Sydney. Australia

Evidenced self-evaluation for employability competencies Professional registration, competencies and employability. Within the Psychological Therapies, including areas such as Counselling, Psychotherapy, Clinical and Counselling Psychology, Art Psychotherapy, Dance Movement Psychotherapy, Dramatherapy, Music Therapy and Play Therapy, Professional bodies play a major role in regulation, mostly through holding and publishing registers of qualified members. These Professional Bodies might be statutory or voluntary and include organisations such as the Health & Care Professions Council (HCPC), The British Psychological Society (BPS), The British Association for Counselling & Psychotherapy (BACP) and the United Kingdom Council for Psychotherapy (UKCP), amongst others.

Evidenced self-evaluation for employability competencies Accreditation or approval from a Professional body normally requires the ‘mapping’ of their criteria for registration onto the programme learning-outcomes. Such criteria can therefore be considered as a reliable list of ‘employability competencies’ in that their achievement is a necessary condition for professional registration for practice. Alongside the academic assessment and evaluation of the achievement of learning-outcomes could we include a method of self-evaluation of professional competencies for our students?

Example Standards of Proficiency Practitioner Psychologists HCPC Registrant practitioner psychologists must: 1 be able to practise safely and effectively within their scope of practice 1.1 know the limits of their practice and when to seek advice or refer to another professional 1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly.

Example Standards of Proficiency Practitioner Psychologists HCPC 2 be able to practise within the legal and ethical boundaries of their profession 2.1 understand the need to act in the best interests of service users at all times 2.2 understand what is required of them by the Health and Care Professions Council 2.3 understand the need to respect and uphold the rights, dignity, values and autonomy of service users including their role in the assessment, treatment and intervention process and in maintaining health and wellbeing.

Example Standards of Proficiency Practitioner Psychologists HCPC Examples of ‘Evidence’ for the achievement of a competency might take different forms and come from different places, for example it could be from the classroom or from an external placement or a combination of both. Lets take Proficiency 2.5 and 2.6 as examples: 2.5 understand current legislation applicable to the work of their profession (mainly classroom?) 2.6 understand the importance of and be able to obtain informed consent (combination of classroom and placement?)

Self-evaluation for employability competencies ‘A set of attributes, skills and knowledge that all labour market participants should possess to ensure they have the capability of being effective in the workplace – to the benefit of themselves, their employer and the wider economy.’ CBI, 2010

Example Generic Employability Competencies Teamwork Business and Customer Awareness Problem Solving and Creativity Communication and Literacy Application of Numeracy IT Skills Positive Attitude Entrepreneurship

Example Specialist Employability Competencies BPS Chartership requirements – 1.Clinical Psychology 2.Counselling Psychology 3.Forensic Psychology 4.Health Psychology 5.Organizational Psychology 6.Educational Psychology

Self-Evaluation Students collect and present evidence from placement, internship or volunteering as well as classroom based acquisition of learning-outcomes Students encouraged to re-analyse their employability skills using the competency self-evaluation sheet Students required to complete at least one case study to submit as ‘evidence’ (this might evidence multiple competencies) Students encouraged to keep a record of examples they have used as evidence to use in job applications and interviews.