'She didn't seem like a social worker': Practice Educatorsʼ experiences and perceptions of assessing failing social work students on placement

Abstract

This report seeks to investigate a key intersection of academic and practical learning in social work training: the assessment of students on placement and the challenges\nfor practice-based assessors in assessing a failing student. Department of Health(2002) requirements for social work education require that students spend at least\n200 days in practice learning (in at least two settings); gain experience of undertaking 'statutory' social work tasks (involving legal interventions); and provide\nservices to at least two different service user groups. These practice placements are assessed by practice educators, either placed within organisations, or by\nindependent assessors. Whilst academy-based social work educators generally have recourse to such support mechanisms as collegial discussion, opportunities for\nmoderation and codified assessment procedures when making assessment judgments, the experience of the practice assessor is potentially more isolated – and\ncertainly less well documented. What are practice educatorsʼ experiences and views of the ʻchallengingʼ or ʻfailingʼ student on social work placements? What strategies\nhave proved productive in supporting a failing student and what outcomes have educators observed? The present study seeks to answer these questions and to capture and codify some key principles and practices accordingly. In line with recent discussions and concerns within the profession regarding assessment of social work students on placement (Basnett & Sheffield, 2010), the study proffers a sustained\nand specific focus on the experiences and perceptions of practice educators (PE) to determine their views of the ʻdifficult studentʼ, and their sense of the support they\nrequire from academic colleagues in order to reach judgments and to implement interventions.

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