Practice Learning Review Learning and moving forward 2016-2017 in a context of organisational change Susannah McCall & Emma McGinnis Thursday 7th September 2017

Presentation Overview Discussion points Practice Learning outcomes for each cohort Student Feedback on Practice Learning Experience. Feedback from PAP, & PT reports. External Examiner Feedback. Tutor comments Continued development.

Practice Learning and Assessment at Ulster Chair of Practice Assessment Panel: All issues relating to the assessment of practice learning across sites and year groups. Overseeing QA and oversight of PT reports. (Emma McGinnis) Practice Placement Co-ordination: All matters preparation, presentation and allocation relating to the PLO cycle/s. (Marie McElroy) Practice Assessment Board: Approves decisions of PAP, decision making on specific student issues. (Howard Rainey)

Practice Learning outcomes for each cohort

UGR 2 & Part-time routes Practice Learning and Assessment outcomes UGR 2 (August – December) 44 Magee students completed placement 1 withdrawal (personal & health circumstances) 5 fails in Reflective Practice 4 fails in Case Study Part-Time year 3 2 students successfully completed placement, passing both academic pieces. Part-Time Year 5 Three students successfully completed placement

UGR 3 Practice Learning and Assessment outcomes 79 Students successfully completed placement. One student failed placement. Three students failed both academic pieces. One student took leave of absence during placement.

RGR 1 & 2 outcomes Practice Learning and Assessment outcomes 33 RGR 2 Students successfully completed placement. One RGR 2 student failed placement. One RGR 2 student failed both academic pieces (originality issues). RGR1: Two students took leave of absence from placement. The remaining 37 students successfully passed placement. Two RGR 1 students failed both academic pieces.

Year 2018-19 UGR 2 & PT: Currently 69 students on placement 183 placements requested in respect of UGR 3, RGR 2, and RGR 1. Process of placement profile form completion underway.

Collaborative partners UGR 2 Belfast Metropolitan College 25 placements allocated 1 withdrawal from placement 3 Case Study fails. 2 Reflection on Practice fails South West College 14 placements allocated 1 fail in Reflection on Practice 1 fail in Case Study

Some comparisons Summary of outcomes Excellent overall pass rate. 4 students requiring action on originality issues (more to do). Overall highly successful practice learning experience for students. EE’s remain impressed overall with the standard of practice learning and assessment. In particular transition to all electronic assessment and feedback with on-script annotation is commended. Meeting Ulster’s strategic objective in achieving electronic assessment and feedback in all modules

Feedback from combined cohorts Semester 2: preparation * Pre placement visit is essential; at the earliest opportunity. * READ, especially reading relating to social work practice with the specific Service User group:- invaluable. * Know about assessment, including theory and different methods of assessment was also suggested; * Find out about challenges of working in multi-disciplinary teams and being a social worker in one. *Good supervision makes the placement but be prepared for supervision; it makes the link from theory to practice.

Student Feedback Feedback on supervision Supervision was brilliant, it helped me with everything, my practice teacher encouraged and challenged me. He was always organised and protected the time for us. I sometimes couldn’t wait for supervision, it sorted so much out. It was so good, I always just felt like I had got so much from it and was motivated again. I would love to think I would help students like that one day. I found supervision really stressful, whatever I did it wasn’t good enough. We didn’t hit it off, but it was me who suffered; I did think of hiving up but I couldn’t afford to, I just had to get on with it. Individual supervision was v helpful. Lots of useful guidance was given.

Assessment whilst on placement Feedback on assessment Students felt challenged through assessment on placement but overall believed they had developed significantly in their knowledge and skills. Overwhelmingly students were clear on how they were been assessed and the expectation of this. Qualifying students felt confident and ready for AYE.

Support from University Student comments Although my tutor was absent for the majority of my placement the school ensured I had support and guidance from other university tutors when I required it. I did not contact my tutor unless I had an issue, and as my PLO was very positive, I did not feel I needed to contact my tutor, however it was great to know she was there for extra support and advice. Tutor available when needed throughout PLO. My tutor was there to support, I needed this.

Feedback on experience of assessment Qualitative statements on assessment & Informal feedback feedback given quickly and then discussed in depth to help understand learning needs. this was highly beneficial. Feedback received in reports. I received very positive feedback from both practice teacher and service users. My practice teacher stated that she didn't think positive feedback was useful and so all feedback was essentially limited to criticisms. I do not agree with this approach. I feel confident now and capable of performing the social work role at a competence level. The feed back I received from my PT has helped develop my learning further. Very good verbal and written assessment from practice teacher. Feedback was provided in a timely manner and practice teacher provided feedback on a regular basis.

Final year experience of assessment Cont’d I was happy with my written and verbal feedback throughout PLO. No issues I had many opportunities throughout My practice teacher was very encouraging and supportive throughout my assessments and was able to give me positive criticism to improve my practice. Positive experience No issue with any of this. I was pleased with all feedback. practice teacher assignment feedback could have been more constructive to enable further development. Very positive Very good. very good standard

Feedback from PAP

PDR & Practice Teacher Reports Key points QA process of Practice Teacher Reports indicate reports are in the main developmental, providing evidence of how and where standards are achieved. One report identified for review. Overall reports identify where development needs to occur into final placement/AYE and PQ (this issue was identified by the External Examiner ‘feeding forward’ into the qualifying world, with specific example to ), consistent with UU principles on assessment and feedback Feedback from students reflect a breadth and depth of leaning opportunities which they value

PAP Developments Now, and to the future:- Practice Learning related processes are paperless – Practice Teaching reports, assignments and marker feedback. Secure email domains to ensure safe and secure delivery of material. Continued reduction in moderation and additional marking at PAP: attributed to review of assignment extension practice. Originality issues reduced High pass rate

External Examiners Feedback Key points Collaborative provision and partnerships effective. Feedback detailed on assignments, this should continue to ensure a developmental approach, providing specific example facilitated by in text annotation. Staff feedback comments promote discussion, debate and dialogue with the student. Distance travelled by some students continues as point of concern- equity and ‘a fair chance’ noted. Practice learning opportunities appear of good quality in providing opportunity for professional learning and development.

External Examiners Feedback Continued Preparation for practice continually highlighted as an example of good practice Service user’s involvement in the programme. Excellent student’s work, EE’s continue to identify RGR programme typically meeting M level.

Tutor comments Main points Increased use of technologies to support meetings. Continued co-operation in ensuring these are effective and efficient going forward. Consistency regarding advice to students on academic assignments. Resolving PT-student issues. Agency’s support to students with additional needs, and those travelling long distance to placement.

Continued Developments Planning for the future

Learning from the PAP Assessment Process Continued Developments Continued training for new markers on assessment in Turnitin. Developing best practice/consistency of approach to feedback (so many features- so little time) On-going communication and support from our EE’s in best managing to support student development. Twice yearly standardisation of PL assignments.

And for another year Just to say……. Thank you to all in working with us in providing first class placements and supporting the developments in practice learning and assessment at UU Magee.