1. Briefing For Practice Educators Re Placement Assessment under the Professional Capabilities Framework

2. Briefing for Practice Educators re Placement Assessment under the PCF
Learning Outcomes
Holistic Assessment
Student Requirements
PE Requirements
Evidence
Examples which could meet the PCF
Examples of Student Reports
Exercise
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

3. Assessment Using the NOSSW
Criticised for becoming a ‘tick-box’ exercise, where students become obsessed with finding work to produce evidence for each unit of competence; in other words a reductionist approach which ignores the holistic and dynamic complexity of social work and assumes that overall competence is the sum total of achieved competences (O’Hagan 1996).
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

4. Problems with the Competence Model of Assessment
Fragment knowledge
Provide partial evidence across competencies that is often descriptive
Not give a sense of the work with the service user
Not give a sense of progress
Mean that a disproportionate amount of time is spent on gathering pieces of evidence
Impede analytical understanding of professional roles, responsibilities and the process
McNay M, Clarke J, Lovelock R, The Journey towards Professionalism in Social Work: Conference paper JSWEC 2010
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

5. Assessment Using the PCF
Social work practice is a complex activity, requiring an interplay of knowledge, skills and values
The nine domains of the PCF are interdependent
Assessing learning, performance and progression against the Domains of the PCF requires an approach congruent with the framework.
Holistic assessment is a recognised approach for assessing capability
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

6. Professional Capabilities Framework
Social work practice is complex
Assessment against the nine domains of the PCF
Judgements about performance will be made against individual elements of the framework and on overall professional capability - focus on an integrated approach
Evidence will need to show how students bring their skills, knowledge and values together across all the domains - practice educator requires skills in judging the whole practice
Holistic assessment should account for the stage of development of the student
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

7. Briefing for Practice Educators re Placement Assessment under the PCF
Holistic Assessment
Assessment is progressive
Assessment must be consistent with the appropriate level descriptor
Sufficient evidence across all nine domains
The process of assessment must be trustworthy, reliable and transparent
Evidence must include the ability to reflect critically, use knowledge and research
Student will contribute evidence towards the assessment
Professional judgement of the practice educator about sufficiency of evidence
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

8. Briefing for Practice Educators re Placement Assessment under the PCF
Holistic Assessment
Achieving holistic assessment requires the assessor to understand and integrate differences between partial and contextual assessment (Doel et al, 1992)
Partial - detailed understanding of behavioural competencies which constitute practice
Contextual - an awareness of how practice is influenced by time and place and by structural influences
'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)
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

9. Reports required from the student
Context of the Placement
500 words (300 words for SHU)
Work undertaken
List of all work undertaken on the placement, including training or workshop sessions
Activity in detail
4 significant pieces of work – 500 words each
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

10. Reports required from the student
References for all the work
Harvard Method
Evaluation of the Practice Learning
Comments on assessment and learning 300 words (SHU)
Sample of Service User/Carer Feedback (SHU)
Sample of Minutes of a Supervision Meeting (SHU)
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

11. Other work required by The University of Sheffield
Critical Reflection on Placement
1000 words
Should be linked to future learning needs and should be also uploaded on to Pebblepad – eportfolio
Observation of a Child or Adult linked to Human Growth and Development Module
2000 word critically reflective account of development theory based on an observation in practice
Due on 14th May
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

12. Other work required by The University of Sheffield
Critical Commentary on Practice linked to Context Skills and Values Module
2000 word reflective account using case material from practice
Due on 9th June
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

13. Briefing for Practice Educators re Placement Assessment under the PCF
Domains of the PCF
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

14. Report Formats for Practice Educators
Introductory section
Issues affecting the Placement
Holistic assessment
Then assessment against each domain
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

15. PCF – End of Placement Capabilities
Professionalism
Values and Ethics
Diversity
Rights, Justice and Economic Wellbeing:
Knowledge
Critical reflection and Analysis
Intervention and Skills
Contexts and organisations
Professional Leadership
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

16. Briefing for Practice Educators re Placement Assessment under the PCF
Level Descriptors
For each domain there are level Descriptors included in the documentation
They detail Requirements and End of First Placement and End of Second Placement
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

17. Briefing for Practice Educators re Placement Assessment under the PCF
Evidence
Direct Observations of Practice
Two in PLE 1
Three in PLE 2
Service User and Carer Feedback
Critical Reflection of Practice (The University of Sheffield)
Minimum of 3 exercise (500 words)
Could be linked to a Direct Observation or a Supervision Session
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

18. Briefing for Practice Educators re Placement Assessment under the PCF
Evidence
Critical Reflection of Practice (SHU)
SHU - included as part of Activity in Detail
Extracts from Supervision Notes
Student Work products
Any other Evidence
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF

19. Briefing for Practice Educators re Placement Assessment under the PCF
Group Exercise
Discuss the specialist tasks which could meet the PCF based on your agency's specialism
Use the hand-out on the guidance/evidence which could meet the PCF
Q&A
08/11/2018
Briefing for Practice Educators re Placement Assessment under the PCF