Assessment of failure
Mavis Sharp, Hazel Danbury · 2019
Practice teacher skills are stretched more fully in assessment with all Diploma in Social Work (DipSW) students, but never more so than when failing a student. A sound knowledge of the assessment framework and requirements is therefore needed. An effective starting point for this can be the recognition of the tensions which can be involved in the assessment process. The competence-based assessment model was selected for DipSW out of unease at the low failure rate and a wish for more stringent assessment based on indicators, which it was hoped would make learning more measurable. The social work literature reflects unease and unfamiliarity with the competence-based model. As the placement progresses, doubts about the student’s competence can arise and create complex assessment decisions. Competence is a wide concept which embodies the ability to transfer skills and knowledge to situations within an occupational area.