Transparency of assessment in practice education: the TAPE model

ABSTRACT

This article draws upon empirical research which explored how undergraduate and postgraduate social work students, at one university in England, experienced working alongside practice educators. In-depth interviews with eight participants enabled them to explore their placement experiences and in relation to assessment, social work students predominantly focused on the direct observations of their practice and written work. The findings suggest that students were less clear about the range of assessment methods employed and how stakeholders contribute toward formative and summative assessment. This article presents the Transparency of Assessment in Practice Education: the TAPE Model, which is designed to make the elements of assessment explicit. This model outlines six Ws which comprise the measurement of assessment. It is suitable to use with social work students, newly qualified social workers undertaking their Assessed and Supported Year in Employment, and can bring transparency to other assessment situations in the workplace or classroom.

KEYWORDS:

• Assessment
• practice educators
• practice learning
• social work students
• phenomenology

Acknowledgments

Gratitude to Amanda Taylor for her enthusiastic support and motivating me to share ideas with the practice learning community. To Professor Nicky Stanley and Professor Aidan Worsley for their constructive comments in earlier drafts.

Disclosure statement

This manuscript has not been published elsewhere and has not been submitted simultaneously for publication elsewhere. There are no disclosures or conflict of interests to note.

Additional information

Notes on contributors

Clare Stone

Clare Stone is a registered social worker and academic. Her doctoral research considers perspectives of competence to practice social work which combines her research interests of education, social work and continuing professional development.